Board Business Meeting Packet March 16, 2009 · 3/16/2009 · RACINE UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM: Mathematics, Science and Social Studies Textbook Adoptions

Board Business Meeting Packet

March 16, 2009

Action Items

BOARD OF EDUCATION March 16, 2009

Facilities and Operation AGENDA ITEM: Approval of change in Boundaries for St. John’s and Trinity Lutheran. PRESENTING: Patrick Starken, Transportation Supervisor DESCRIPTION: Transfer territory from St John’s to Trinity and from Trinity to St. John’s. The boundaries are established by home address. FISCAL NOTE: There will be not additional expense in transportation for either school. RECOMMENDATION: Make recommendation that boundaries be more clearly defined by using main roads or natural boundaries. For example North of 4 Mile Rd one boundary South of 4 Mile Rd the other boundary or East of Hwy 38 and West of Hwy 38. All public and most non-public boundaries are established using this method (this is the only exception for non-public).

RACINE UNIFIED SCHOOL DISTRICT

BOARD OF EDUCATION

AGENDA ITEM: Mathematics, Science and Social Studies Textbook Adoptions

PRESENTING: Jeff Weiss, Director- Curriculum and Instruction DESCRIPTION: The courses included in this packet are at the end of the

nine year adoption cycle. The committees presented their recommendations to a subcommittee of the District-Wide School Improvement Council. There was unanimous agreement that the proposals be recommended for adoption.

Technology components are included to assist teachers and

students with the implementation of the new materials.

FISCAL NOTE: The total cost for technology and textbooks for the following subject areas is:

$724,491 Mathematics $332,776 Social Studies $238,757 Science $1,296,024 TOTAL RECOMMENDATION: The Board of Education approval of the listed textbook

adoptions in an amount not to exceed $1,296,024.

Teaching and Learning Director-Curriculum and Instruction

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: IB Math Studies Textbook Adoption DATE: 3/16/09 Course: IB Math Studies-Case High School Textbook Title: Mathematical Studies Standard Level Textbook with CD Publisher: Haese & Harris Copyright: 2004 Rationale: IB Math Studies was added to the Case IB curriculum in the 2008-2009 school year, and the IB Department at Case High School purchased the texts that fit the International Baccalaureate curriculum. Due to the success of that single class that was added on, many more students enrolled in the course for 2009-2010. Now there is a need to formalize that adoption. Selection: The selection was done by the Case High School IB program, coordinated with the math department. The text chosen is aligned with the International Baccalaureate curriculum. Number Required: 30 additional student texts, $91.00 each Total Cost: $2730.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years.

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: Algebra 2 2440 Textbook Adoption DATE: 3/16/09 Course: Algebra 2 2440 Textbook Title: Algebra 2 Concepts and Skills Authors: Larson, Boswell, Kanold, Stiff Publisher: McDougal Littell Copyright: 2008 Rationale: During the 2007-2008 and 2008-2009 school years, the math department has discussed ways to encourage more students to continue in high school math beyond the Algebra 1 level. It was determined that we would phase out the Topics 1 and 2 classes as the normal sequence, and phase in new Geometry and Algebra 2 classes geared toward the student finishing Algebra B, not planning on high school calculus. The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows is the summary findings and recommendations of this committee. It should be noted that the need for various technology pieces for the delivery of this program was examined carefully. These technology pieces are included at this time since the high schools presently do not have them for their program. Selection: The selection committee consisted of 11 high school teachers of Algebra 2. The recommendation to adopt this series was made after a series of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated several major publishers and narrowed it down to the top two, Holt McDougal and Prentice Hall. Those two publishers made presentations to the Committee, and the final selection was for the McDougal Littell text. Attached is a summary of the final recommendation for the McDougal Littell texts. Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national math standards. The program covers all the major topics of Algebra 2, and the text has pacing guides. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP

initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging course. The text provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. The publisher will be supplying a notetaking guide for each student edition for a specified number of years at no additional cost. There are a number of technology components that come with the Geometry text, including Power Point presentations, exam software, online activities, and graphing calculator activities. Holt McDougal will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption. Meeting Individual Differences: The program provides many innovative tools and strategies that can be used to successfully teach struggling students. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Ancillary Material: The teacher’s edition, and extensive teacher’s resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Algebra 2 student text 400 copies Cost: $29,436.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years. Technology: Number Required/Cost of Adoption for 2009-2010: TINspire graphing calculators and equipment for 6 class sets, 3 Smartboards with accessories, Cost: $29,451.00 Textbook and Technology Costs: $58,887.00 With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through additional problem solving.

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: Algebra B Textbook Adoption DATE: 3/16/09 Course: Algebra B (using same text as Algebra 1 and A adopted starting 2008-2009) Textbook Title: Algebra 1, Wisconsin Edition Authors: Larson, Boswell, Kanold, Stiff Publisher: McDougal Littell Copyright: 2008 Rationale: The nine-year adoption for Algebra B, as specified by the Board of Education, concludes this spring. In the fall of 2007, a committee of middle and high school teachers was convened to choose a replacement program. The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows is the summary findings and recommendations of this committee. It should be noted that the need for various technology pieces for the delivery of this program was examined carefully. These technology pieces are included at this time since the middle schools and high schools presently do not have them for their program. Selection: The selection committee consisted of 13 middle and high school teachers of Algebra. The recommendation to adopt this series was made after a series of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated several major publishers and narrowed it down to the top two, McDougal Littell and Holt. Those two publishers made presentations to the Committee, and the final selection was for the McDougal Littell text. Attached is a summary of the final recommendation for the McDougal Littell texts. Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national math standards. The program covers all the major topics of Algebra 1, and the text has pacing guides to use it both as an Algebra 1 text and as a two year Algebra A and B text. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP

initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging course. The text provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. The publisher will be supplying a notetaking guide for each student edition for a specified number of years at no additional cost. There are a number of technology components that come with the Algebra 1 text, including Power Point presentations, exam software, online activities, and graphing calculator activities. McDougal Littell will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption. Meeting Individual Differences: The program provides many innovative tools and strategies that can be used to successfully teach struggling students. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Ancillary Material: The teacher’s edition, and extensive teacher’s resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Algebra 1 Student Text 500 copies, Cost: $36,180.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years. Technology: Number Required/Cost of Adoption for 2009-2010: 18 Dell teacher laptop computers and 18 LCD projectors, Cost: $34,200.00 Textbook and Technology Costs: $70,380.00+Shipping With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through additional problem solving.

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: CP Weighted Algebra 2/Trig 2441 Textbook Adoption DATE: 3/16/09 Course: CP Weighted Algebra 2 Trig 2441 Textbook Title: Prentice Hall Algebra 2 Authors: Bellman, Bragg, Charles, Hall, Handlin, Kennedy Publisher: Pearson Prentice Hall Copyright: 2009 Rationale: During the 2007-2008 and 2008-2009 school years, the math department has discussed ways to encourage more students to continue in high school math beyond the Algebra 1 level. It was determined that we would phase out the Topics 1 and 2 classes as the normal sequence, and phase in new Geometry and Algebra 2 classes geared toward the student finishing Algebra B, not planning on high school calculus. For the students planning on high school calculus, needing a more accelerated sequencing, the existing Algebra 2-Trig class would need modifications and a new text. (The current text for this class is at the end of the nine year adoption cycle). The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows is the summary findings and recommendations of this committee. It should be noted that the need for various technology pieces for the delivery of this program was examined carefully. These technology pieces are included at this time since the high schools presently do not have them for their program. Selection: The selection committee consisted of 11 high school teachers of Algebra 2. The recommendation to adopt this series was made after a series of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated several major publishers and narrowed it down to the top two, Holt McDougal and Prentice Hall. Those two publishers made presentations to the Committee, and the final selection was for the Prentice Hall text for the weighted CP Algebra 2-Trig class. Attached is a summary of the final recommendation for the Prentice Hall texts.

Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national math standards. The program covers all the major topics of Algebra 2, and the text has pacing guides. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging course. The text provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. The publisher will be supplying a notetaking guide for each student edition for a specified number of years at no additional cost. There are a number of technology components that come with the Algebra 2 text, including Power Point presentations, exam software, online activities, and graphing calculator activities. Prentice Hall will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption. Meeting Individual Differences: The program provides many innovative tools and strategies that can be used to successfully teach struggling students. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Ancillary Material: The teacher’s edition, and extensive teacher’s resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Prentice Hall Algebra 2 student text 600 copies Cost: 42,282.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years. Technology: Number Required/Cost of Adoption for 2009-2010: TINspire graphing calculators and equipment for 8 class sets, Smartboards with accessories, Cost: $32,485.00 Textbook and Technology Costs: $74,767.00 With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software,

animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through additional problem solving.

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: Geometry 2430 Textbook Adoption DATE: 3/16/09 Course: Geometry 2430 Textbook Title: Geometry Concepts and Applications Authors: Cummins, Kanold, Kenney, Malloy, Mojica Publisher: Glencoe Copyright: 2008 Rationale: During the 2007-2008 and 2008-2009 school years, the math department has discussed ways to encourage more students to continue in high school math beyond the Algebra level. It was determined that we would phase out the Topics 1 and 2 classes as the normal sequence, and phase in new Geometry and Algebra 2 classes geared toward the student finishing Algebra B, not planning on high school calculus. Since the Topics 1 and 2 textbooks are due for replacement on the nine year cycle at the end of the 2008-2009 school year, it was decided that we would propose funding the new Geometry 2430 textbooks in place of funding the Topics 1 and 2 textbooks. The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows is the summary findings and recommendations of this committee. It should be noted that the need for various technology pieces for the delivery of this program was examined carefully. These technology pieces are included at this time since the high schools presently do not have them for their program. Selection: The selection committee consisted of 14 high school teachers of Topics 1 and 2 or Geometry. The recommendation to adopt this series was made after a series of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated several major publishers and narrowed it down to the top two, McDougal Littell and Glencoe. Those two publishers made presentations to the Committee, and the final selection was for the Glencoe text. Attached is a summary of the final recommendation for the Glencoe texts.

Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national math standards. The program covers all the major topics of Geometry, and the text has pacing guides. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging course. The text provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. The publisher will be supplying a notetaking guide for each student edition for a specified number of years at no additional cost. There are a number of technology components that come with the Geometry text, including Power Point presentations, exam software, online activities, and graphing calculator activities. Glencoe will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption. Meeting Individual Differences: The program provides many innovative tools and strategies that can be used to successfully teach struggling students. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Ancillary Material: The teacher’s edition and extensive teacher’s resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Glencoe Geometry Concepts and Skills 750 copies, Cost: $51,750.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years. Technology: Number Required/Cost of Adoption for 2009-2010: To implement the use of Geometer’s Sketchpad in each of the three schools using these books, it will be necessary to purchase 93 laptop computers, 3 carts, printers, routers, and LCD projectors, Cost: $120,180.00 Textbook and Technology Costs: $171,930.00+shipping

With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through additional problem solving.

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning John Esser, Supervisor of Math and Science RE: Grades 6, 7, 8 Math Textbook Adoption DATE: 3/16/09 Course: Math Grades 6, 7, 8 Textbook Title: McDougal Littell Math, Courses 1, 2,3 Wisconsin Edition Authors: Larson, Boswell, Kanold, Stiff Publisher: McDougal Littell Copyright: 2008 Rationale: The nine-year adoption for Grades 6, 7, 8 Math, as specified by the Board of Education, concludes this spring. In the fall of 2008, a committee of middle school teachers was convened to choose a replacement program. The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows is the summary findings and recommendations of this committee. It should be noted that the need for various technology pieces for the delivery of this program was examined carefully. These technology pieces are included at this time since the middle schools presently do not have them for their program. Selection: The selection committee consisted of 22 middle school math teachers. The recommendation to adopt this series was made after a series of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated several major publishers and narrowed it down to the top two, McDougal Littell and Prentice Hall. Those two publishers made presentations to the Committee, and the final selection was for the McDougal Littell text. Attached is a summary of the final recommendation for the McDougal Littell texts. Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national math standards. The program covers all the major topics of middle school math, and the text has pacing guides for each of the grades. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The student and teacher guides are state-of-the-art and help assist teachers in

providing a challenging course. The text provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. The publisher will be supplying a notetaking guide for each student edition for a specified number of years at no additional cost. There are a number of technology components that come with the texts, including Power Point presentations, exam software, online activities, and graphing calculator activities. McDougal Littell will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption. Meeting Individual Differences: The program provides many innovative tools and strategies that can be used to successfully teach struggling students. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Ancillary Material: The teacher’s edition and extensive teacher’s resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Grade 6: 1700 English/150 Spanish Cost: $117,912.00 Grade 7: 1400 English/150 Spanish Cost: $100,674.00 Grade 8: 1400 English/150 Spanish Cost: $100,741.00 Cost for Grades 6, 7, 8 combined: $319,327.00+SHIPPING Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional cost in future years. Technology: for grades 6, 7, 8 for 2009-2010: Laptop computers, LCD projectors, calculators and accessories, Cost: 29,200.00 Textbook and technology costs: $348,527.00 With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through additional problem solving.


BOARD OF EDUCATION

TEACHING AND LEARNING DIVISION

AGENDA ITEM: Social Studies Textbook Adoptions

World Cultures and Geography: Eastern Hemisphere (Holt McDougal) World Cultures and Geography: Western Hemisphere (Holt McDougal)

Culturas Y Geogravia del Mundo (Holt McDougal) African American History (Holt McDougal) TOTAL: World Cultures ($227,184) African American History ($5,726) Technology ($99,866) Total: $332,776 PRESENTING: Jeff Weiss, Director of Curriculum and Instruction Jeff Blaga, K-12 Social Studies Supervisor DESCRIPTION: After a thorough study of world geography basal and

supplementary materials, the Grade 6 and 7, our adoption committees recommend the above textbooks, technology, and support materials be adopted by the Board of Education. Current world geography textbooks are nearly a decade old and are virtually impossible to replace.

A new African-American history text, replacing our current one that is over twelve years old, is being recommended for purchase.

FISCAL NOTE: The first year amount for the adoption is: $232,910 (for four titles). $99,866 (technology and support items) $332,776 (Total) RECOMMENDATION: The Board of Education approval of the listed items for the

World Geography and African-American History adoption not to exceed $332,776.

TO: Board of Education FROM: Jeff Weiss, Director of Curriculum and Instruction Jeff Blaga, K-12 Supervisor of Social Studies RE: African American History Adoption DATE: March 16, 2009 Course: African-American History in the US (#2704), Grades 9-12 Textbook Title/Authors/Publisher/Copyright: African American History, by Lisbeth Grant-Britton, Holt McDougal, 2008 Rationale: The Racine Unified School District is one of only a small number of Wisconsin districts that offer African-American studies. This course has been offered in our District for over three decades. Due to the lack of similar courses in Wisconsin and nationwide, basal materials are published infrequently. Holt McDougal has published a new program prompting selected members of our social studies faculty to study this title in length and recommend it for purchase beginning with the 2009-2010 school year. The current text we utilize in this course was written in the early 1990s. Selection: A textbook committee made up of a teacher from Horlick, Park, and Case examined this title. Students currently taking this course also reviewed and spoke favorably about the materials. Teachers were unanimous in support of this book for use in our sections of African-American History. Program Strengths: African American History is touted as a worktext because of its highly interactive, project-oriented emphasis. During the creation of this text, the publisher teamed with the Association for the Study of African American Life and History (ASALH). This has resulted in providing our students with a basal that utilizes a number of important research tools. Another major strength is that the textbook is tied into the Moorland-Spingarn Research Center at Howard University and the National Civil Rights Museum allowing our students unprecedented access to these resources. Every high school social studies classroom in our District is outfitted with Smart Board capability providing valuable website access for all classes. Meeting Individual Differences: Because the book is highly interactive, it does an excellent job of allowing each student to reach his/her own comfort level in his/her academic preparation. Students are also provided with alternative project-based assessments for each chapter of the text. The book is written at an appropriate level for our students, with a reading level of 9.0 (Modified Dale-Chall).

Contribution to Integration and Treatment of Minority Groups: The book focuses in on the history of African Americans, so does provide an historical perspective of a select group of individuals. The committee does feel the book provides an accurate portrayal of both males and females. Ancillary Materials: The basal comes with a student worktext, teacher’s guide and an interactive online edition. Number Required: A total of 185 books are requested for this adoption (please see chart).

TO: Board of Education FROM: Jeff Weiss, Director of Curriculum and Instruction Jeff Blaga, K-12 Supervisor of Social Studies RE: Middle School World Geography Adoption DATE: March 16, 2009 Courses: Grade 6 Social Studies (Western Hemisphere) Grade 7 Social Studies (Eastern Hemisphere) Textbook Title/Author/Publisher/Copyright: Grade 6: World Cultures and Geography-Western Hemisphere, by Bednarz, Holt McDougal, 2008 Grade 7: World Cultures and Geography-Eastern Hemisphere, by Bednarz, Holt McDougal, 2008 Rationale: The two textbooks recommended for purchase will serve as the basals for our middle school world geography program. These titles will replace our current texts that are nine years old. Two committees were formed for the purpose of reviewing titles. Committee members wanted to replace our current program with materials having an overall instructional design built into them, ones that provide a highly motivating and exciting presentation of world geography, and materials that would be excellent preparation for the Wisconsin Knowledge and Concepts Exam (WKCE). Both basals selected meet these goals. Selection: A textbook committee made up of sixteen teachers from all our middle schools made up the two committees that deliberated separately. These teachers have instructional duties in our regular, special education, and bilingual programs. In addition to the Racine Unified staff, an associate professor of geography from the University of Wisconsin-Parkside assisted in the work of the committees. Committee members used the “Social Studies Textbook Evaluation form” to assist them in their selections. Over one hundred Racine Unified students also reviewed materials. In total, approximately fourteen titles were submitted for both the Grade 6 and Grade 7 programs. The two companies chosen as finalists did make product presentations to the committees. Program Strengths: Even though the committees worked separately, the materials from one company, Holt McDougal, werechosen by committee members. The two-part series, World Cultures and Geography, provides a vibrantand exciting regional view of world geography for our students. The programs incorporate an instructional approach that is consistent with the District’s involvement in the Instructional Process (IP), including: clearly identifying the major ideas/concepts and their corresponding patterns and understandings, utilizing essential questions, highlighting in yellow the major points presented, providing

alternative forms of assessment, and featuring highly usable “Reading for Understanding” sections. The Holt McDougal program also makes excellent use of numerous satellite views that were particularly appealing to students who reviewed the materials. This program also has less coverage of every country in the world, opting for more representative samples, allowing students to see geography as a less tedious exercise. Finally, each section of the book provides our students with an overview of the region, selected countries with in-depth information, and a brief but highly interesting historical perspective that will help students understand present day cultures within each region. Meeting Individual Differences: Both titles provide a wide variety of resources to help teachers meet the individual needs of students. Teaching suggestions and activities are presented for meeting the needs of below level, on grade level, and above grade level students. We are able to purchase a Spanish version of each book that will help us meet the needs of our bilingual students—which is a major resource that was not available with our previous adoption. Each student will also have the ability to take the text home on a CD, which requires the use of a computer but not the Internet. The books are written at an appropriate level for our students, with reading levels of 6.1 (Modified Dale-Chall), DRP 60, Lexile 800. Contribution to Integration and Treatment of Minority Groups: The Holt McDougal program, since it is a study of world cultures, is extremely diverse in its treatment of people from around the world. Both men and women are portrayed fairly throughout the texts. Both men and women are depicted in a wide variety of occupations. Ancillary Materials: A major strength of this program is the availability of flash drives for teachers to easily access all program components. With the purchase of Smart Boards, computers, and media projectors, teachers will be able to make full use of the program’s ancillary materials, including Internet resources. Number Required: A total of 1800 books (English) and 180 (Spanish) are required for Grade 6; a total of 1722 (English) and 180 (Spanish) are needed for Grade 7.

Social Studies Adoption Technology Needs

2009-2010 School Year

PROJ Speakers Smart Boards Brackets Carts Macs Adaptors Globes Routers

($625) ($50.15) ($1,299) ($32) ($150) ($1,100) ($17.10) ($190) ($500)

Jerstad 3

($1,875) 6

($300.90) 6 ($7,794) 10

($320) 5

($750) 6

($6,600) 5

($85.50) 6

($1,140) 2

($1,000)

Gilmore 3

($1,875) 6

($300.90) 6 ($7,794) 10

($320) 5

($750) 6

($6,600) 5

($85.50) 6

($1,140) 1 ($500)

Mitchell 3

($1,875) 6

($300.90) 6 ($7,794) 10

($320) 5

($750) 6

($6,600) 5

($85.50) 1 ($190) 1 ($500)

Starbuck 3

($1,875) 6

($300.90) 6 ($7,794) 10

($320) 5

($750) 6

($6,600) 5

($85.50) 2 ($380) 1 ($500)

Walden 1 ($625) 1 ($50.15) 1 ($1,299) 2 ($64) 1

($150) 1

($1,100) 1

($17.10) 2 ($380) 1 ($500)

McKinley 3

($1,875) 6

($300.90) 6 ($7,794) 12

($384) 5

($750) 6

($6,600) 5

($85.50) 6

($1,140) 1 ($500)

Totals $10,000 $1,554.65 $40,269 $1,728 $3,900 $34,100 $444.60 $4,370 $3,500

Grand Total $99,866.25

World Geography Textbook Adoption Grades 6 & 7

SCHOOL GRADE 6 (TRP) GRADE 7 (TRP)

GRADE 6-SP (TRP)

GRADE 7-SP (TRP)

Gilmore Middle 285 (9) 282 (7) 30 (1) 30 (1) Jerstad Agerholm Middle 315 (7) 295 (7) 30 (1) 30 (1) McKinley Middle 355 (8) 330 (9) 30 (1) 30 (1) Mitchell Middle 295 (8) 280 (5) 30 (1) 30 (1) Starbuck Middle 300 (8) 290 (6) 30 (1) 30 (1) Walden Middle 90 (2) 90 (2) REAL School 40 (1) 35 (1) Warehouse 120 (12) 120 (10) 30 (1) 30 (1) Totals 1800 (55) 1722 (47) 180 (6) 180 (6)

Grade 6 1800 x $57.24 $103,032.00

Grade 7 1722 x $57.24 $98,567.28

Spanish 360 x $71.07 $25,585.20

Total $227,184.48

African American History Textbook Adoption

Grades 9-12 SCHOOL COPIES (TRP) Horlick 75 (2) Case 45 (1) Park 40 (1) Warehouse 25 (2) Total 185 (6)

Textbooks 185 x $30.95 $5,725.75

Total $5,725.75

SECONDARY

SCIENCE

ADOPTIONS

2009 – 2010


BOARD OF EDUCATION

Teaching and Learning Division

AGENDA ITEM: Textbook Adoptions: I. AP/IB Biology Pearson – Prentice Hall: AP Biology 8th Edition Total Value of Program (including gratis items): $39,366.71 Cost of Program: $33,089.20 plus Technology Components of $43,863.58 Total: $76,952.78 II. IB Biology Pearson Baccalaureate: Higher Level Biology Oxford University Press: IB Biology Course Companion Total Value of Program : $14,534.00 Cost of program: $14,534.00 plus Technology Components of $14,534.26 Total: $29,068.26 III. Chemistry in the Community (ChemCom) W.H. Freeman: Chemistry in the Community, 5th Ed. Total Value of Program (including gratis items): $41,299.60 Cost of Program: $34,750.00 plus Technology Components of $97,985.18 Total: $132,735.18 PRESENTING: Jeff Weiss, Director of Curriculum and Instruction Ron Viola, Secondary Science Coordinator DESCRIPTION: The adoption committees, after completing a thorough investigation of the curriculum and textbooks available, recommend that the above mentioned textbooks with their ancillary materials be adopted by the Board. The committees also recommend that Apple iBook Computers, Dell Laptop Computers, Epson Video Projectors, SMART Airliner Wireless Tablets, Vernier Instruments, Swift Digital Microscopes, and SMART Boards be purchased to support the programs in their totality. See attached cover pages for individual descriptions.

FISCAL NOTE: The first year amount for the adoptions of: AP/IB Biology $76,952.78 IB Biology $29,068.26 Chemistry in the Community $132,735.18 Total $238,756.22 RECOMMENDATION: The Board of Education approve of the listed textbook adoptions in an amount not to exceed $238,756.22 ACTION TAKEN:

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning Ron Viola, Secondary Science Coordinator RE: AP/IB Biology Textbook Adoption DATE: March 16, 2009 Courses: AP Biology, Course #2630 (Grades 11-12), IB Biology #8702 ( Grades 11-12) Textbook Title: AP Biology – 8th Edition Authors: Neal A. Campbell Jane B. Reece Et.al. Publisher: Pearson – Prentice Hall Copyright: 2008 Rationale: In the fall of 2000, the Racine Unified School District adopted the Prentice-Hall science program, Biology, 5th Edition for the AP/IB Biology course. That nine-year adoption, as specified by the Board of Education, concludes this spring. In the spring of 2008, a committee of teachers, parents and students was convened to choose a replacement program. The committee examined our existing program, identified components that were obsolete and highlighted strengths that would be desirable in a new program. What follows are the summary findings and recommendations of the committee. It should be noted that the need for various technology components for the delivery of this program was examined carefully. The inclusion of 21st Century Learning Skills using current technology was also a part of this process. These technology components are included at this time since the high schools presently do not have them for their current program. Selection: The selection committee consisted of 4 teachers who presently teach AP/IB Biology at our high schools, along with two parents and one student. The recommendation to adopt this series was made after a sequence of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated two different programs: AP Biology – 8th Edition published by Pearson-Prentice Hall and Biology – The Dynamic Science published by Brooks/Cole. The final selection was for the Pearson-Prentice Hall by a vote of 3-0 (1-vote each for Case, Horlick, Park High Schools). Attached is a copy of the evaluation results for the two programs.

Reading Level: The textbooks’ readability is 10.1 (Modified Dale-Chall), which is an appropriate reading level for this AP level course. Parent Input: Two parents of former high school AP Biology students evaluated both programs. The focus was on the worthiness of parent involvement in student activities and on-line resources available to parents. Student Input: One student evaluated both programs. The focus was on what units were covered and the hands-on activities presented in each unit. The students also looked at the online resources for both programs. Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national science standards. The program covers all the major areas of advanced biology. The text is correlated to the AP Exam curriculum. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging AP Biology course. Biology – AP Edition provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of AP Biology students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. Excellent hands-on investigations are an integral part of the program. Technology that is compatible with the Racine Unified School District is embedded in the program. The Internet component, “AP Companion Website”, brings a highly interactive technology to the classroom with activities that extend and enrich every lesson, help develop the students’ online research skills, and help sharpen problem-solving and analysis skills. This site extends the text by reinforcing concepts through interactive activities, visualization and other learning tools. Pearson – Prentice Hall will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption at no cost to the District. Meeting Individual Differences: The program provides “What if” questions for each “Concept Check” and “Inquiry” section, which help individual students, understand the importance of experimental design and allow them to analyze and interpret results.

Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Career explorations also reflect the same. Ancillary Material: The teacher’s edition, instructor’s resource CD/DVD set, printed and electronic test banks, transparencies, instructor’s workbook, lab manual, Spanish glossary, and online resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: Pearson – Prentice Hall: AP Biology – 8th Edition Student Text w/AP Test Prep – 250 copies @ $124.47 $31,117.50 Student Study Guide – 75 copies @ $23.97 $1,797.75 Student Study Card – 35 copies @ $4.97 $173.95 Cost of the Adoption: 2009-2010 $33,089.20 Annual cost per student (9 year adoption) $14.71 Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional costs in the succeeding years of the adoption. Technology: Number Required/Cost of Adoption for 2009-2010: 2 Apple Mobile Learning Labs, each w/10 iBooks, laser printer, $26,939.00 laptop cart, and w/AppleCare, Custom Imaging, and Microsoft Office 10 Apple MacBook Wireless Combo Computers $11,280.00 w/AppleCare, Custom Imaging, and Microsoft Office 2 Epson PowerLite 83+ Video Projectors $1,599.90 2 SMART Airline Wireless Tablets $718.00 4 Swift Digital Microscopes, Model M2252DGL-4 $2,326.68 2 Cisco Routers, Model $1,000.00 Total Technology Cost: $43,863.58 With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and assist teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through problem-based learning.

Summary of Textbook Evaluations Overall Ratings

AP/IB Biology - Course #2630 and 8702 Publisher School - Teacher Pearson - Prentice Hall Brooks/Cole Case - Jackley 3.08* 1.72 Case - Johnson 2.20* 1.46 Horlick - Hosmanek 2.66* 2.40 Park- Rocheleau 2.70* 1.8 Total Rating 2.66* 1.85 * Highest rated program Parents/ 2.87* 1.40 Students 0-Unacceptable 1-Poor 2-Average 3-Good 4-Excellent Compiled by Ron Viola 2/16/09

Concerns Expressed about the Brooks/Cole: Biology-The Dynamic Science program by the AP/IB Biology Adoption Committee Members: 1) No teacher edition for the lab manual 2) Not AP Exam correlated 3) Lacked “guided questions” in the learning objectives sections

Racine Unified School District ___________________ 2220 Northwestern Avenue, Racine, Wisconsin 53404 May 1, 2008 Textbook Adoption Committee Member, Thank you for volunteering to be on the AP/IB Biology or ChemCom textbook adoption committee. These programs will be studied this coming fall and then implemented in the fall of 2009. Therefore, you are invited to our first “organizational” meeting. Please reserve Wednesday, May 15, 2008 for our organizational meeting at 3:15 PM in the Science Center in the IMC building. This meeting should not take longer than an hour. If you have an ID badge, you may enter through entrance “F” which is off the parking lot on the north side of the building. If you do not have an ID badge, enter through the main entrance, secure a “visitors” pass, and proceed to the science center. In preparation for our first meeting, please think about what ground rules are needed for the committee (attendance, voting, etc.), the strengths and weaknesses of our present program, and what we should be looking for in our new adoption. If you have any questions/concerns, please feel free to contact me at 631-7081. I am looking forward to working with you and helping facilitate this selection process. See you on May 15, 2007. Sincerely, Ron Viola

Teaching & Learning Division Secondary Science Coordinator Ron Viola

TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning Ron Viola, Secondary Science Coordinator RE: IB Biology Textbook Adoption DATE: March 16, 2009 Courses: IB Biology #8702 (Grades 11-12) Textbook Titles: a) Pearson Baccalaureate: Higher Level Biology (USA Edition) b) IB Biology Course Companion Author(s): a) Damon, McGonegal, Tosto, Ward b) Allott Publisher: a) Prentice Hall b) Oxford University Press Copyright: 2008 2007 Rationale: In the fall of 2000, the Racine Unified School District adopted the Prentice-Hall science program, Biology, 5th Edition for the IB Biology course. That nine-year adoption, as specified by the Board of Education, concludes this spring. In the spring of 2008, a committee of teachers was convened to choose a replacement program. The committee examined our existing program, identified components that were obsolete and highlighted strengths that would be desirable in a new program. What follows are the summary findings and recommendations of the committee. It should be noted that the need for various technology components for the delivery of this program was examined carefully. The inclusion of “21st Century Learning Skills” using current technology was also a part of this process. These technology components are included at this time since the high schools presently do not have them for their current program. To be eligible for an IB Diploma, students must complete a compulsory biology project that requires the use of certain, specified sensors and probes that are included in this adoption proposal. Selection: The selection committee consisted of the 2 teachers who presently teach IB Biology at Case High School. The recommendation to adopt these series was made after a sequence of meetings that reviewed our present program, examined local and state standards, reviewed the programs presently available for adoption, and compulsory requirements for IB students. Reading Level: The textbooks’ readability is consistent with this course level.

Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, national science standards. And the standards put forth by the International Baccalaureate committee. The program covers all the major areas required to be certified as an IB Biology course. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. Excellent hands-on investigations are an integral part of the program. Technology that is compatible with the Racine Unified School District is embedded in the program. In order to do the compulsory projects, the program requires students to use Vernier Software and Technology, namely sensors and probes. Pearson will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption at no cost to the District. Meeting Individual Differences: Each IB Biology student must complete an individual compulsory project that encourages an appreciation of the environment along with the social and ethical implications of science. These texts allow each student to develop this individual project by presenting them with activities that develop an individual’s ability to analyze, evaluate, and synthesize scientific information. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Career explorations also reflect the same. Number Required: Pearson – Prentice Hall: Pearson Baccalaureate – Higher Level Biology Student Text – 200 copies @ $57.97 $11,594.00 Oxford University Press: IB Biology Course Companion Student Text – 70 copies @ $42.00 $2,940.00 Cost of the Adoption: 2009-2010 $14,534.00 Annual cost per student (9 year adoption) $8.07 Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional costs in the succeeding years of the adoption.

Technology: Number Required/Cost of Adoption for 2009-2010: 8 Vernier LabQuest Interface $2,553.04 8 Vernier Stainless Steel Temperature Probe $225.04 8 Vernier CO2 Gas Sensor $1,932.24 8 Vernier O2 Gas Sensor $1,458.88 8 Vernier Conductivity Probe $721.68 8 Vernier Dissolved Oxygen Sensor $1,590.80 8 Vernier Spectrovis $3,096.24 8 Vernier 250ml Sampling Chamber $48.00 8 Vernier 2L Sampling Chamber $120.00 2 Swift Digital Microscopes, Model M2252DGL-4 $1,163.34 1 Epson PowerLite 83+ LCD Projector $625.00 2 Cisco Routers, Model $1,000.00 Total Technology Cost: $14,534.26



TO: Board of Education FROM: Jeff Weiss, Director of Teaching and Learning Ron Viola, Secondary Science Coordinator RE: ChemCom Textbook Adoption DATE: March 16, 2009 Course: ChemCom, Course #2633 (Grades 11-12) Textbook Title: Chemistry in The Community (ChemCom) – 5th Edition Author: Henry Heikkinen Publisher: W.H. Freeman and Company Copyright: 2006 Rationale: In the fall of 2000, the Racine Unified School District adopted the W.H. Freeman (ACS) science program, Chemistry in The Community. That nine-year adoption, as specified by the Board of Education, concludes this spring, 2009. In the spring of 2008, a committee of teachers, parents and students was convened to choose a replacement program. The committee examined our existing program, identifying components that were obsolete and highlighted strengths that would be desirable in a new program. What follows are the summary findings and recommendations of this committee. It should be noted that the need for various technology components for the delivery of this program was examined carefully. The inclusion of 21st Century Learning Skills using current technology was also a part of this process. These technology components are included at this time since the high schools presently do not have them for their program. Selection: The selection committee consisted of five teachers who presently teach ChemCom at our high schools, along with one parent and two students. The recommendation to adopt this series was made after a sequence of meetings that reviewed our present program, examined local and state standards, and reviewed the programs presently available for adoption. The committee, using an extensive evaluation instrument, evaluated two different programs: Chemistry in The Community (ACS) published by W.H. Freeman and Conceptual Chemistry published by Pearson. The final selection was for the W.H. Freeman program by a vote of 3-0 (1-vote each for Case, Horlick, Park High Schools). Attached is a copy of the evaluation results for the two programs. Reading Level: The textbooks’ readability is 9.2 (Dale-Chall), which is an appropriate reading level for this course.

Parent Input: One parent of a present high school ChemCom student evaluated both programs. The focus was on the worthiness of parent involvement in student activities and on-line resources available to parents. Student Input: Two students evaluated both programs. The focus was on what units were covered and the hands-on activities presented in each unit. The students also looked at the online resources for both programs. Program Strengths: The program the committee is recommending provides an excellent alignment to local, state, and national science standards. The program covers all the major areas of chemistry as it relates to their community, namely water, materials, petroleum, air, industry, atoms in nuclear interactions, and food. The program provides content and activities to assist students in the development of process skills and higher level thinking skills, which is consistent with the district’s IP initiative. The student and teacher guides are state-of-the-art and help assist teachers in providing a challenging ChemCom course. Chemistry in The Community provides a wide range of teaching options and the flexibility to choose the resources that meet the needs of chemistry students. The program contains many real-world examples and applications including point-of-use references that guide students to online resources that extend the content of the text. Excellent hands-on investigations are an integral part of the program representing approximately 50% of the curriculum. Technology that is compatible with the Racine Unified School District is embedded in the program. The Internet component, the “ChemCom Companion Website”, brings a highly interactive technology to the classroom with activities that extend and enrich every lesson, help develop the students’ online research skills, and help sharpen problem-solving and analysis skills. This site extends the text by reinforcing concepts through interactive activities, visualization and other learning tools. W.H. Freeman Company will supply an extensive professional development package for teachers at the onset of the adoption and will continue to provide support throughout the lifetime of the adoption at no cost to the District. Meeting Individual Differences: The program provides several innovative tools and strategies that can be used to successfully teach struggling students. The “Digital Talking Book” is a tool for students with reading difficulties and for those whom English is a second language. Contribution to Integration and Treatment of Minority Groups: Illustrations in the books provide photographs of all races and both sexes. Career explorations also reflect the same.

Ancillary Material: The teacher’s edition, teacher’s resource binder, color transparencies, teacher’s resource CD-ROM, test banks (both printed and CD-ROM), and online resources are all provided to each teacher at no charge on a one per teacher basis. Number Required: W.H. Freeman: Chemistry in the Community – 5th Edition Student Text w/Student CD – 375 copies @ $90.00 $33,750.00 Digital Talking Book – 10 copies @ $100.00 $1,000.00 Cost of the Adoption: 2009-2010 $34,750.00 Annual cost per student (9 year adoption) $10.30 Cost of Adoption-Succeeding Years: With the exception of replacement texts due to loss or damage, there should be no additional costs in the succeeding years of the adoption. Technology: Number Required/Cost of Adoption for 2009-2010: 50 Dell Laptop Computers w/Microsoft Office and Custom Imaging $55,172.50 30 Apple MacBook Wireless Combo Computers $33,840.00 w/AppleCare, Custom Imaging, and Microsoft Office 3 Epson PowerLite 83+ Video Projectors $2,399.85 1 SMART Interactive White Board Model 680 $1,199.00 1 SMART Speakers (pair) for Model 680 SMART Board $269.00 5 SMART Airline Wireless Tablets $1,795.00 1 Buhl - Model HACAB4226E Locking AV Cart $149.99 3 Laptop computer carts (hold 24 each) $2,159.84 Luxor Model LUX-LLTS24 w/4-6 outlet electrical assembly 2 Cisco Routers, Model $1,000.00 Total Technology Cost: $97,985.18 With all the ancillary materials and online resources provided by the publisher (CD-ROM’s, test generators, presentation software, lesson planners, simulation software, animations, multimedia managers), the technology hardware will be needed to complete the course objectives, insure student individual help, and help teachers creatively engage their students both in and out of the classroom. The online resources will allow students to learn how concepts are applied to real life and help reinforce these concepts through problem-based learning.

Summary of Textbook Evaluations Overall Ratings

ChemCom - Course #2633 Publisher School W.H. Freeman (ACS) Pearson Case - Blaser 3.50* 3.13 Horlick - Sword 2.67 2.77* Horlick - Gorichanaz 2.87* 2.40 Park- Farrell 3.03* 2.03 Park- Gauthier 2.54* 2.11 Total Rating 2.92* 2.49 * Highest rated program Parents/ 2.31 3.14* Students 0-Unacceptable 1-Poor 2-Average 3-Good 4-Excellent Compiled by Ron Viola 2/12/09

Concerns Expressed about the Pearson “Conceptual Chemistry” program by the ChemCom Adoption Committee Members: 1) Too wordy – labs, reviews, example problems, etc. 2) Examples were too “babyish”. 3) Too low for this level high school students at times. 4) Page layout was not as “user friendly” as the ACS text. 5) Main ideas covered did not truly reflect the curriculum of this course.



R-2 Policy Type: Results

Academic Achievement

Students will achieve academically at levels commensurate with challenging and yearly personalized learning goals. Each student will achieve at or above grade level in the following disciplines:

• Reading • Math • Language Arts • Writing • Science • Social Studies • The arts, including music, art and drama • Technology • Physical education

Priority for the 2008-2009 year will be given to the skills and knowledge ob-tained in reading and math as applied across all disciplines. Priority is fo-cused on reading, writing and math achievement as fundamental to any further achievement. The North Star is accepted as the means to achieve the Mega Result as well as R-2 on Academic Achievement. Stu-dents will achieve these levels, as measured by these indicators, effec-tively closing the achievement gap.

North Star: Students will graduate career and/or college ready. Grade: Kindergarten....Beginning 1st Grade reading level at end of Kindergarten 3 ........................Proficient/Advanced score in reading on the WKCE/WAA 4 ........................Writing score above state mean on WKCE 5 ........................Proficient/Advanced score in math on the WKCE/WAA 6 ........................Proficient/Advanced score in reading on the WKCE/WAA 8 ........................Writing score above state mean on WKCE

9 ........................Complete Algebra I with Grade B or higher 10 ......................Writing score above state mean on WKCE 12 ......................Graduate having successfully completed career or tech-

nical programs; and/or, graduate with an ACT score at or above the state average (22)

Adopted: July 21, 2008 Revised: XXXXXXXXXXX Monitoring Method: Monitoring Frequency: Racine Unified School District Board of Education

Board Consent Agenda

Racine Unified School District 2220 Northwestern Avenue, Racine, Wisconsin 53404-2597


OFFICIAL PROCEEDINGS

Tony Baumgardt, President Gretchen L. Warner, Clerk

Racine, Wisconsin February 16, 2009

The Board of Education of the Racine Unified School District of Racine County, Wisconsin, was called to order at 6:31 p.m. on Monday, February 16, 2009.

2. ROLL CALL The following board members were present: Tony Baumgardt, Pamala Handrow, Melvin Hargrove, Susan F. Kutz, Julie L. McKenna, Don J. Nielsen, William S. Van Atta, Gretchen L. Warner and Dennis Wiser. Also present: Jackson V. Parker, Interim Deputy Superintendent; James J. Shaw, Superintendent of Schools; David Hazen, Chief Financial Officer; Steve Hejnal, Executive Director, Human Resources and Labor Relations; John Leiber and Stella Young, School Board Candidates; and Darlene Gallup, Executive Assistant.

3. ADOPT AGENDA Mrs. Kutz moved, Mr. Nielsen seconded, to approve the agenda. All were in favor.

4. RECOGNITIONS The following Gilmore students were recognized for their participation in a poem contest and publication in the Wisconsin edition of A Celebration of Young Poets: Melissa Bacon Cierra Baker Aaliya Barber Breauna Barnes Kara Baugrud Selena Becerra Marnesha Bogan Haleigh Christensen Alex Espino Joseph Fergus Caleb Fergus Maxwell Fritz Kati Gresk Melissa Hernandez Morgan Immel Benedetta Jones Autumn Kangas Westin Knigge Matthew Krause Michael Krueger Karen Lugo Allyssa Marzette-Pron Tony Muzia Michael Niemczyk Paytan Noyes Lukeus Perez Ariela Pinedo Olivia Poelmann Dajza Pritchett Ashley Prudhom Jose Ramirez III Mackenzie Rhea Sarah Rincon Christina Saldana Shelby Seager Grant Sheldon Marie Toscano Alexandria Valadez Ciara Williams Chardonay Wingfield Nataliee Zeisler

5. BOARD MEMBER REMARKS None

6. PUBLIC COMMENTS Jessica White Spoke in favor of local holiday and day off of school for Martin Luther

King birthday 1835 Blake Avenue Racine, WI 53404 Jay Hammes Spoke recognizing outstanding Horlick athletes

Board of Education

4738 Lighthouse Drive Racine, WI 53402 Jarasha Williams Spoke in favor of local holiday and day off of school for Martin Luther

King’s birthday 2529 Charles Street Racine, WI 53402 Julia Rosales Spoke in favor of local holiday and day off of school for Martin Luther

King’s birthday 1240 1\2 Washington Avenue Racine, WI 53403 Gabriel Coronado Spoke in favor of local holiday and day off of school for Martin Luther

King’s birthday 1832 Geneva Street Racine, WI 53402 Maria Morales Spoke in favor of local holiday and day off of school for Martin Luther

King’s birthday 952 N. Memorial Drive Racine, WI 53404 Lisa Parham Spoke in favor of local holiday and day off of school for Martin Luther

King’s birthday No address listed Doug Andrewski Spoke in opposition of Caledonia secession from Racine Unified School

District 5209 Clover Racine, WI 5r3406 Myles Mullikin Spoke in opposition of Caledonia secession from Racine Unified School

District 3710 5 Mile Road Racine, WI 53402 Jerry Otzelberger Spoke in favor of Caledonia secession from Racine Unified School District 3326 Ivy Lane Racine, WI 53402 Austin Moore Spoke in favor of Caledonia secession from Racine Unified School District 6610 Medley Drive Racine, WI 53402 Greg Anderegg Spoke in opposition of Caledonia secession from Racine Unified School.

District 3350 South Lane Franksville, WI 53126

7. ACTION ITEMS a. Consideration of Prioritization of District Initiatives

Dr. Shaw provided a report on his first 90 days as superintendent at Racine Unified School District. He talked about a handout entitled, “It’s All About Learning,” which concludes with the following list of priorities for the district. 1. North Star

2. Redistricting 3. School Safety 4. Budget Adjustments 5. Communications Improvement 6. Special Education Integration

8. MONITORING REPORTS

a. Results (R) None b. Operational Expectations (OE)

1. OE-10 (Instructional Program) 2. OE-13.3 (Assure That Facilities Are Clean and Safe)

Dr. Shaw and Mr. Hejnal talked about efforts taking place to identify responsible parties for monitoring reports and making monitoring reports more robust.

Mrs. Kutz moved, Dr. Warner seconded, to table the OE monitoring until the April business

meeting after work has completed with the Aspen Group on monitoring reports. Ayes – 9 (Baumgardt, Handrow, Hargrove, Kutz, McKenna, Nielsen, Warner, Wiser, Van Atta). Noes – 0.

c. Governance Culture (GC) None d. Board/Superintendent Relationship (B/SR) None

9. Board Development a. Process for Creation of New School District and Discussion Mr. Hazen provided a PowerPoint presentation and explanation on the process and steps for the

creation of a new school district.

10. REPORT OF BOARD COMMITTEES a. Audit

Mr. Nielsen said the Audit Committee met on February 9 and they talked about Fund 40, reviewed the external audit and reviewed current and future budget information.

b. Legislative Dr. Warner talked about the Legislative Committee’s meeting which will be on March 5 with elected officials and college officials to discuss student achievement and school safety. She talked about plans to meet on March 23 with state legislators on state-wide legislative issues and pending arrangements to meet with the state’s finance committee and a meeting on federal issues as well.

c. Coherent Governance

This was included earlier in the report from Steve Hejnal on work with the Aspen Group.

d. Communication Mr. Van Atta reviewed recent Listening and Linking Sessions, Communication Committee meetings and the updated Communication OGSM. In addition, he talked about a Listening and Linking Session planned at Gifford Elementary with Caledonia residents on March 31, 2009. Mrs. McKenna reviewed the board’s Listening and Linking Feedback Form responses for the January and February sessions with special education parents and agencies and the NAACP and inner city pastors.

11. SUPERINTENDENT’S REPORTS

a. All Means All Update

b. District-Wide School Improvement Council (DWSIC) c. Redistricting Update d. Guiding Coalition Report e. First 90 Days Report Items 11(a-e) were reported on by Dr. Shaw under Item 7a, Consideration of Prioritization of District Initiatives, earlier in the meeting.

12. BOARD CONSENT AGENDA

a. Board Meeting Minutes of January 26, 2009 b. Work Session Minutes of January 28 (Morning and Afternoon Sessions) and February 2, 2009

(Attachments A, B, C) c. Grievance Committee Minutes of February 2, 2009 (Attachment D) d. Legislative Committee Meeting Minutes of December 15, 2008 (Attachment E) e. Audit Committee Minutes of January 12, 2009 (Attachment F) f. Communications Committee Meeting Minutes of November 18, 2009 (Attachment G) g. Listening and Linking Session Minutes of January 13, 20 and February 3, 2009 (Attachment H, I,

J) Mrs. Kutz moved, Mr. Van Atta seconded, to approve the Board Consent Agenda Items 11(a-g). All

were in favor.

13. RECEIVE AND FILE a. Incidents by Students to Staff for January 2009 Without objection, the Incidents by Students to Staff for January 2009 report was received and

filed.

14. SUPERINTENDENT CONSENT AGENDA a. Personnel Changes b. Monthly Financial Statement for January 2009 c. Overnight Field Trips d. Revision to Guidelines for Distribution of Materials Dr. Warner moved, Pastor Hargrove seconded, to approve the Superintendent Consent Items 13(a-d). All were in favor.

15. REFERRALS

None

16. BOARD DEBRIEFING OF THIS EVENING’S MEETING Ms. Gallup collected the debriefing forms.

17. ADJOURN TO EXECUTIVE SESSION Mr. Van Atta moved, Ms. Handrow seconded, to adjourn to Executive Session per Wisconsin Statute l9.85 (1)(f) to consider:

a. Student Expulsions Ayes – 9 (Baumgardt, Handrow, Hargrove, Kutz, McKenna, Nielsen, Warner, Van Atta, Wiser). Noes – 0. The meeting was adjourned at 8:55 p.m.

EXECUTIVE SESSION The Board of Education Executive Session was called to order at 9 p.m. on Monday, February 16, 2009, per Wisconsin Statute l9.85 (1)(f) to consider student expulsions. Present: Tony Baumgardt, Pamala Handrow, Melvin Hargrove, Susan F. Kutz, Julie L. McKenna, Don J. Nielsen, William S. Van Atta, Gretchen L. Warner and Dennis Wiser. Also present: James J. Shaw, Superintendent of Schools; Jackson V. Parker, Interim Deputy Superintendent; Marie Craig, Director, Student Services; and Darlene Gallup, Executive Assistant.

a. Student Expulsions

Mr. Nielsen moved, Mrs. Kutz seconded, to approve the student expulsions as presented. The student expulsions were unanimously approved as presented.

Mr. Nielsen moved, Pastor Hargrove seconded, and with no objection heard, Executive Session was adjourned at 9:06 p.m.

Signed: ____________________________ Gretchen L. Warner, Clerk Signed: ____________________________ James J. Shaw, Secretary

ATTACHMENT A


RACINE UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION

WORK SESSION January 28, 2009

MINUTES

A work session of the Governance Committee of the Board of Education of the Racine Unified School District of Racine County, Wisconsin was called to order by Melvin Hargrove, at 10:15 a.m. on Wednesday, January 28, 2009. Board Present: Don J. Nielsen, Susan Kutz, Melvin Hargrove, Gretchen L. Warner and Pamala Handrow. The Governance Committee and others present discussed Coherent Governance and the relationship between the board and superintendent, developing robust monitoring reports, timing of monitoring reports/alignment of the monitoring calendar with the district, gaining an understanding of how Croft Policy/Administrative Regulations and Coherent Governance work together and the responsibility of administration in administrative regulations. Adjourn The session was adjourned at 2 p.m. Also present: Respectfully submitted, James J. Shaw, Superintendent of Schools Steve Hejnal, Executive Director, Human Resources Gretchen L. Warner and Labor Relations Melvin Hargrove Linda Dawson and Randy Quinn, Aspen Group Susan F. Kutz Darlene Gallup, Recording Secretary Tony Baumgardt, Ex Officio

Board of Education

ATTACHMENT B



WORK SESSION January 28, 2009

MINUTES

A work session of the Board of Education of the Racine Unified School District of Racine County, Wisconsin was called to order by Susan F. Kutz at 2 p.m. on Wednesday, January 28, 2009. The following board members were present: Gretchen L. Warner, Melvin Hargrove, Susan F. Kutz, Julie McKenna, William S. Van Atta, Dennis Wiser, Pamala Handrow and Don J. Nielsen. The Board and others present discussed Coherent Governance and the relationship between the board and superintendent, developing robust monitoring reports, timing of monitoring reports/alignment of the monitoring calendar with the district, gaining an understanding of how Croft Policy/Administrative Regulations and Coherent Governance work together and the responsibility of administration in administrative regulations. Adjourn The session was adjourned at 2 p.m. Also present: Respectfully submitted, James J. Shaw, Superintendent of Schools Steve Hejnal, Executive Director, Human Resources Tony Baumgardt and Labor Relations Pamala Handrow Linda Dawson and Randy Quinn, Aspen Group Melvin Hargrove Pete Knotek, President, REA Susan F. Kutz Darlene Gallup, Recording Secretary Julie L. McKenna Don J. Nielsen William S. Van Atta Gretchen L. Warner Dennis Wiser

Board of Education

ATTACHMENT C



WORK SESSION February 2, 2009

MINUTES

A work session of the Board of Education of the Racine Unified School District of Racine County, Wisconsin was called to order by Tony Baumgardt at 6:32 p.m. on Monday, February 2, 2009. The following board members were present: Tony Baumgardt, Melvin Hargrove, Susan F. Kutz, Julie McKenna, William S. Van Atta, Dennis Wiser, Pamala Handrow and Don J. Nielsen. Non-Renewal Hearing Process Gib Berthelsen, legal counsel for the district provided a brief explanation of the non-renewal hearing process. Five Year Financial Forecast Scott Gralla from PMA Financial Network Inc., provided handouts and a PowerPoint presentation on the district’s five year financial forecast. Adjourn The session was adjourned at 7:57 p.m. Also present: Respectfully submitted, James J. Shaw, Superintendent of Schools Steve Hejnal, Executive Director, Human Resources Tony Baumgardt and Labor Relations Pamala Handrow Jack Parker, Interim Deputy Superintendent Melvin Hargrove Gib Berthelsen, Legal Counsel Susan F. Kutz Mark Duff, Controller Julie L. McKenna Darlene Gallup, Recording Secretary Don J. Nielsen William S. Van Atta Gretchen L. Warner Dennis Wiser

Board of Education

ATTACHMENT D


Racine Unified School District

Board of Education Grievance Committee

MINUTES

February 2, 2009 Your Committee heard from Louis D. Schneider, President, SEIU Local 152, concerning the following secretary/clerk grievance: 1. #08-01 Dress Code (Park High School) Respectfully submitted, Staff Present: K. Hanstedt, D. Thielen, S. Hejnal Susan Kutz, Chairman Tony Baumgardt Also Present: F. Johnson, D. Wiser Pamala Handrow Union Present: L. Schneider, F. Weidner, GRIEVANCE COMMITTEE G. Jaskulske

Grievance Committee February 2, 2009 Your Committee met to discuss the secretary/clerk grievance listed below and made the following disposition: 1. #08-01: Dress Code (Park High School) Denied. No contract violation. Respectfully submitted, Staff Present: K. Hanstedt Susan Kutz, Chairman Tony Baumgardt Also Present: D. Wiser Pamala Handrow GRIEVANCE COMMITTEE

Board of Education

ATTACHMENT E



LEGISLATIVE COMMITTEE

December 15, 2008 5:30 p.m.

Board Room

MINUTES Call to Order and Roll Call The Racine Unified School District Board of Education Legislative Committee meeting of Monday, December 15, 2008, was called to order at 5:45 p.m. Committee members present were: Pamala Handrow, Gretchen L. Warner and Dennis Wiser. Also present: Jim Shaw, Superintendent of Schools; Jackson V. Parker, Interim Deputy Superintendent; and Darlene Gallup, Executive Assistant. Approval of Legislative Minutes of August 18, 2008 Pastor Hargrove moved, Mr. Wiser seconded, to approve the minutes of the August 18, 2008, Legislative Committee meeting. All were in favor. Implementation of OGSM Plan The committee’s Objectives, Goals, Strategies and Mission (OGSM) document was reviewed and adjusted. Dr. Warner said she received feedback from Senator John Lehman and will incorporate his suggestions. The status of the OGSM strategies were reviewed. Objective #1: Senator Lehman is working on bringing the joint committee to Racine in 2009 Panel of Legislators – Senator Lehman suggested late February or early March for this

since it would be right after the budget draft is released and would allow Racine to give input

Senator Lehman said spring of 2009 would be a good time for committee members, parents, students, principals and teachers to meet with legislators in Madison.

Objective #2: Dan Rossmiller, Director of Legislative Services – Mrs. Handrow is contacting him Panel Invitation – Dr. Warner will complete Objective #3: The survey was emailed by Mr. Wiser. He shared results from the email survey. The two

major issues appear to be safety and student achievement. Dr. Warner will move forward with scheduling the meeting sometime in February with the agenda based on the survey results (include Jim Shaw, Al Days, Jeff Weiss)

Objective #4: Board members attending city council meetings at least once a year - Dr. Warner will work with our board members to assign meetings.

Next meeting: Tentatively scheduled for Monday, February 2, 2009, at 4:30 p.m.; Administrative Service Center Board Room. Adjourn Ms. Handrow moved, Mr. Wiser seconded, and without objection, the meeting was adjourned at 6:15 p.m. Respectfully submitted: Pamala Handrow Gretchen L. Warner Dennis Wiser Tony Baumgardt, Ex-Officio

Board of Education

ATTACHMENT F


BOARD OF EDUCATION AUDIT COMMITTEE

Monday, January 12, 2009 The Chair of the Audit Committee, Don J. Nielsen, called the meeting to order at 5:33 p.m. Committee members present were: Don J. Nielsen, Pamala Handrow and Dennis Wiser. Approval of Audit Committee Minutes of December 8, 2008 Ms. Handrow moved, Mr. Wiser seconded, to approve the minutes of the December 8, 2008, Audit Committee meeting. All were in favor. Monthly Financial Update and Budget Review Mr. Hazen provided information regarding the monthly financial update for December. He shared and the committee discussed copies of the General Fund and All Governmental Funds Combined Statement of Revenues, Expenditures and Changes Fund Balance Revenues by Source, Expenditures by Function Monthly Budgets. Budget Review Mr. Hazen shared two reports. One report was on the district’s energy usage. He said the electric usage has reduced from last year but the cost of energy has risen. He anticipates we will exceed our budget for utilities. The other report was on health costs. He said he anticipates a health care savings for this year. Mr. Hazen reviewed the PPO Large Claim Report, Dental Budget Comparison Report – United Claims Only. Mr. Hazen talked about the district’s interest income report which he will include in future reports to the board. Review Fund 50 Mr. Hazen provided information on Fund 50 which is the Food Service Fund. He distributed and provided an explanation of the Food Service Fund Combined Statement of Revenues, Expenditures and Changes Fund Balance Revenues by Source, Expenditures by Function Monthly Budget. 2009-2010 Budget Beginning Mr. Hazen provided information on the 2009-2010 Budget Beginning agenda item which was an abbreviated version of the presentation being given at the Special Board meeting tonight. Adjourn Mr. Wiser moved, Ms. Handrow seconded, and with no objection heard, the meeting was adjourned at 6:06 p.m. Staff Present: Respectfully submitted, Dave Hazen, Chief Financial Officer Don J. Nielsen (Chair) Jack Parker, Interim Deputy Superintendent Pamala Handrow Steve Hejnal, Executive Director, Human Resources and Labor Relations Dennis Wiser Kathy Irish, Budget Controller Tony Baumgardt, Ex Officio Jim Shaw, Superintendent of Schools Darlene Gallup, Executive Assistant

Board of Education

ATTACHMENT G


BOARD OF EDUCATION

COMMUNICATION COMMITTEE

Tuesday, November 18, 2008 5:00 p.m.

Administrative Service Center, Board Room

MINUTES Call to Order The Racine Unified School District Board of Education Communication Committee meeting was called to order at 5 p.m. on Tuesday, November 18, 2008. The following members were present: Julie L. McKenna and William S. Van Atta. Also present: Jim Shaw, Superintendent; Stephanie Hayden, Director, Communication; Peter Reynolds, Communication Assistant and Darlene Gallup, Executive Assistant. Approval of the Agenda Mrs. McKenna moved, Mr. Van Atta seconded, to approve the agenda. All were in favor. Approval of the Communication Committee Minutes of October 8, 2008 Mrs. McKenna moved, Mr. Van Atta seconded, to approve the minutes of the October 8, 2008, Communication Committee meeting. All were in favor. Approval of the Union Leadership November 6, 2008, Listening & Linking Session Minutes. Mrs. McKenna moved, Mr. Van Atta seconded, to approve the minutes of the November 6, 2008, Union Leadership Listening and Linking Session. All were in favor. Approval of the RAA November 11, 2008, Listening & Linking Session Minutes Mrs. McKenna moved, Mr. Van Atta seconded, to approve the minutes of the November 11, 2008, RAA Listening and Linking Session. All were in favor. Discussion on How To and Where To Arrange a Listening & Linking Session with Special Education Parents Ms. Hayden will investigate contact information for The ARCH, Angels Network, Special Olympics, Mike Klug and other potential contact groups and individuals for a Listening and Linking Session with special education parents. Consideration will be to have the session on Tuesday, January 13, 2009, at 6 p.m. in the ASC Board and/or Conference Room. Dr. Laing will be included in the invitation. Ms. Hayden will also investigate inviting parents of special education student for a second session on Wednesday, January 14, 2009, at 6 p.m. Both sessions will be limited to 30 people. Discuss and Finalize the Plan to Enlarge Our Email Database Ms. Hayden provided a copy of a memorandum which described the efforts in process to increase the e-newsletter database to 10,000. These efforts include: • Promote e-newsletter in Inside Unified, community newsletter – after the August edition of Inside Unified

was mailed, the database increased by 100. Another community newsletter will be distributed in January, and a focus will be on the e-newsletter.

• Promote e-newsletter via Pathways, internal newsletter, to all staff – will do this again in December issue.

• Regularly distribute e-newsletter as people may forward to others and they will join. Since mid-October, we have been distributing weekly.

• Request that each school add something to their newsletter about joining the list. We e-mailed principals text for their newsletters last week, and this week we have had 15 new people join the database.

• Flyer given to parents at parent teacher conferences (November 21-26).

Board of Education

• Send flyer to all PTA Council presidents and ask that they mention at their next PTA meeting. (Slated for January).

• Grassroots effort: Ask board members and other senior level Cabinet members to send e-mails to their professional contacts regarding joining the e-mail database. (For Spring)

Schools need to see a value in the newsletter and include parents. Ms. Hayden will investigate the use of school’s email address databases. Consideration will be given to increasing notice of student and staff recognitions. Dr. Shaw will bring this forward to the board for consideration for future agendas. Review the Progress on Our OGSM To Date and Determine Next Steps, Ownership and Timing The Communication Committee OGSM was reviewed. Discussion points included: -Discussion points on strategies for utilizing the district television station (Channel 20). • The district’s equipment is outdated • There is no studio in the district • There are more items coming for airing than we have time to air • There are many programming opportunities to project the district but strategies to do so have not

yet been implemented due to departmental and district constraints • Suggestion – talk to Gateway about use of their studio and students -Person to person contact, mailings and websites are still the strategies with most impact (also education

forums) Review of the BOE Listening & Linking Update Form and Process and Approve Changes If Needed Consensus was that the form worked well and provided a quick synopsis of the sessions. Mrs. McKenna will continue with the updates. Set Next Committee Meeting Date The next Communication Committee meeting will be set for sometime in January. Mr. Van Atta will work with committee members on an agreeable date. Included on the agenda will be discussion on awards for community volunteers. Ms. Hayden noted that the district received three awards of achievement and three awards of merit for public relations projects in 2007-2008 from the Wisconsin School Public Relations Association. Adjourn Ms. McKenna moved, Mr. Van Atta seconded, and with no objections heard, the meeting adjourned at 5:53 p.m. Respectfully submitted, William S. Van Atta (Chair) Melvin Hargrove Julie L. McKenna Don J. Nielsen Tony Baumgardt, Ex-Officio

ATTACHMENT H

BOARD OF EDUCATION

Board of Education COMMUNITY LISTENING AND LINKING SESSION

Special Education Parents/Representatives

January 13, 2009 ASC Board Room

6 p.m.

SESSION PARTICIPANT RESPONSE NOTES Invited: Julie Arens Debby Bennett Irene Bowe-Marcellis Lisa Brooks Zenoria Harmon Jackie Johnson

Traci Joslyn Mike Klug Lisa Lackas David Liedtke Laura Liedtke Jennifer Mai

Nakreisha McFarland Carolyn Mcinnis Julie Sokil Audrey Stroo Dawn Tierney Jeff Timm

Jen Whited Cindy Wuerker Katusha Zerzanek Jeff Schultz Ben Lake

Also present: School Board Members – William S. Van Atta, Julie L. McKenna, Melvin Hargrove, and Don J. Nielsen; Superintendent Jim Shaw; Interim Director of Special Education, Ann Laing and Executive Assistant, Darlene Gallup Opening Comments Mr. Van Atta introduced board members and gave a brief explanation of the objectives of the Listening and Linking sessions including: • Engage members of target audiences, listen to their concerns and ideas and integrate that feedback into the

board of educations’ deliberations and actions • Increase awareness of board of education activities, decisions, progress and obstacles toward improved

academic achievement • Educate audiences about the rationale behind and the benefits of the board of education deliberations and

actions • Engage audiences to speak and act in support of district activities and decisions Mrs. McKenna gave a brief update on current events in RUSD including the North Star initiative, the RUSD budget forecast for next year, the superintendent’s goals for the district and the Wisconsin Association of School Board’s work on school finance. FIRST ROUND OF QUESTIONS What are the strengths of Racine Unified School District?

- District open to community involvement and change - Diagnostic Center experience and staff are wonderful – supportive, understanding - Committed staff who work hard, exemplary programming - Autism Support Teacher position – great support and superior program - Winslow/Mack program – listening and support for academics - Communication between advocates and RUSD has improved greatly, good dialogue and support - Have called Special Education regarding issues and their response has been great - Leadership through Dr. Laing - Response from Dr. Laing - RUSD has greatest ability to help these kids with the most affect

What do you think is the single most important issue that RUSD must address?

- When a teacher/parent wants to have student tested, school takes too long to implement the process - Excuse that funds are not available to meet IEP requirements such as Close Adult Supervision (e.g., when

needed for safety issues)

- Shortage of matrons - LD class too large - Low expectations (by teachers of students parents of schools, schools of teachers and students of themselves) - Principals too removed and unengaged in special education classes and students - Staff doesn’t understand autism, need training - Potential liability issues (Transportation issues)

SECOND ROUND OF QUESTIONS What do you think about RUSD continuing to strive for diversity in all schools?

- Inclusion – special education students should not be isolated within their school building - Diversity can mean having a wheelchair student in a regular education classroom - Parents need direction on what works best for their child - sometimes for special education students, it does

not work to have them in with regular education unless there is good direction given - Don’t have diversity just to have diversity. Great with proper support and programming. - Diversity should be all inclusive in all areas– There are few extra-curricular activities for special education

students in regular education schools Would you as a taxpayer support additional funding associated with the costs of implementing programs that have a proven track record of significantly raising student achievement? Examples might be teacher training to include new teaching techniques and in-classroom technology (What would the community need to know to support a referendum)?

- Yes, if they actually implement them. - State funding set aside should be use for what it is earmarked for - Yes, if they get continued support - Not enough teacher training - Would like to see better use of late start dates – something for educational assistants - Not if proven track record means it kind of worked in another district. What is the evidenced based data that

shows it actually worked? Gather the data and research first.

If RUSD is going to change the comprehensive high schools in the future, what kind of information would you need to support it?

- Good track record of proposed changes - Accessibility (disability safety issues) - Inclusion works - Yes, but also partner with community business, college programs, campus learning center in the high school,

services wrapped around the students versus the program In reference to inclusion at elementary level as part of redistricting - students going back to home schools. What about more severely handicapped students? What do you think about moving them back to their home school?

- If the parent worked to get them where they felt was best, don’t move them - I wouldn’t want mine to go to his neighborhood school - Not unless full inclusion services are available in the home school - Their needs are so involved, it would have to involve a great deal of planning and outstanding collaboration

to implement the programming or you are setting them up for failure. - Need massive professional staff development. - Parents have to hand select their child’s teacher now. If that wasn’t necessary, parents would want their child

at their home school. - Don’t put the child with the program, put the program with the child - Parents should not have to shop for a school

Open Comments

- Needs to be a better communication and relationship between parents and teachers - IEP planning and parent information about process needs to take place before kindergarten - Direct connection needs to take place between RUSD and outside sources - Need to change the culture - Encouraged by what I heard here tonight is also being discussed elsewhere (outside sources) - School districts have a lack of procedures on how things get done. Principals run their area and

administration has little supervision or collaboration– this is dysfunctional.

- Glad to have this night but this all needs to go back to the principals, teachers, etc. We want the best education for our kids too.

Closing Mr. Van Atta thanked everyone for coming.

ATTACHMENT I

BOARD OF EDUCATION


Special Education Parents/Representatives

January 20, 2009 ASC Board Room

6 p.m.

SESSION PARTICIPANT RESPONSE NOTES Present: Jen Whited Paula Straube Cindi leger Cindy Schultz

Kirsti Forbes Gretchen Berthiaume Julie Maurer Sandy Engel

Stacy Cossette Amanda Beaugrand Lisa Christensen Starr Burke

Maggie Cobb

Also present: School Board Members – William S. Van Atta, Julie L McKenna, Don J. Nielsen and Executive Assistant, Darlene Gallup Opening Comments Mr. Van Atta introduced board members and gave a brief explanation of the objectives of the Listening and Linking sessions including: • Engage members of target audiences, listen to their concerns and ideas and integrate that

feedback into the board of educations’ deliberations and actions • Increase awareness of board of education activities, decisions, progress and obstacles toward

improved academic achievement • Educate audiences about the rationale behind and the benefits of the board of education

deliberations and actions • Engage audiences to speak and act in support of district activities and decisions Mrs. McKenna gave a brief update on current events in RUSD including the North Star initiative, the RUSD budget forecast for next year, the superintendent’s goals for the district and the Wisconsin Association of School Board’s work on school finance. FIRST ROUND OF QUESTIONS What are the strengths of Racine Unified School District?

- Integration with regular education kids - Kids’ great strides made and positive models (Wadewitz and Racine Early Child Center) - Team teaching, occupational therapy, physical therapy - READ 180, principal and teacher at Mitchell Middle School - Nice that we have option to either stay in special education room or transition into a half and half

class. Nice that parents have input in these decisions What do you think is the single most important issue that RUSD must address?

- Need to focus on living skills and job skills for special education students and include them with regular educations students at the high school level. Maybe use a buddy system to transition into high school.

- Living/life skills needed so they have skills needed after high school to become independent - Options dry up as students go further in school. Options need to be all inclusive throughout the

school years and not stop at the high school level - Would like to see more integrated classrooms continued throughout the education so kids can

model others.

- Physically disabled kids have trouble getting onto the ramps to go into OI (orthopedically impaired) schools

- The Dr. Elise Frattura Special Education Report recommendations were excellent. But not enough being done in the areas of professional development and to move forward. (Dr. Laing gave some examples of work being done in professional development especially in the area of autism, training at the early childhood level and inclusion.)

- In some areas, where progress will take longer to make happen in special education, such as with students with severe disabilities, we need to look at challenging students more. (Dr. Laing talked about alternative educational strategies for the severely handicapped students; increased inclusion and making sure these students are in school for more time. These initiatives are all aligned with the report given by Dr. Frattura.)

- Communication and working with peers with these students is very important. - There needs to be higher expectations for these kids. - Teachers need to understand the appropriateness of education; training is needed.

SECOND ROUND OF QUESTIONS What do you think about RUSD continuing to strive for diversity in all schools?

- Yes - It makes it a hard decision when considering the home school issue. - Neighborhood schools might outweigh the diversity issue. - Diversity, yes if all schools were the same and equal in appropriate education. - It is a difficult issue. - Minorities should not have to do the bulk of the transporting.

Would you as a taxpayer support additional funding associated with the costs of implementing programs that have a proven track record of significantly raising student achievement? Examples might be teacher training to include new teaching techniques and in-classroom technology? (What would the community need to know to support a referendum?)

- Yes - Staff needs to have the same expectations for all students including those with any type of

disability and that professional development must be ongoing. - We don’t have a problem with paying higher taxes for better education for our kids. - Parents don’t want to hear a regular education teacher say – I don’t have training in that area. - Look at other school districts to see what works.

If RUSD is going to change the comprehensive high schools in the future, what kind of information would you need to support it?

- Guarantees it’s a real program, not just another field trip. - Coordinated effort with outside resources and services for kids. Network for the common goal. - Options such as vocational education are important. - Make sure there is coordination and control so programs and students are monitored. - This could help with overcrowding by kids moving between levels to decrease size of the high

schools. - Bring in businesses to help. - Want to know kids will get the education they should. - College internship model. - Don’t duplicate efforts in outcome based programs.

In reference to inclusion at the elementary level as part of redistricting and students going back to home schools, what about more severely handicapped students? How do you feel about moving them back to their home school?

- Best that they go to school with their neighbors and family. - Law specifies where they should go. - I want to make sure there is appropriate support and programming available. - Only if there is inclusion. - What is appropriate for the individual student needs to be in place at the school. - There needs to be sensitivity training for the both staff and students.

- The stigma is not there if they go to their regular school from early on. - “Good Friends” video should be reviewed by staff. - Important that the kids are in their home school and not in an unfamiliar environment. - Are we making our buildings more accessible? - Even accessible schools, like Case, don’t have lower water fountains. - Often the inside of the schools are OK and handicapped accessible, but not the outsides. - It bothers me that parents are told Wadewitz is the OI school. - I still like the option of choosing the appropriate school for my child. - If every school had what was needed, we would like our kids in their neighborhood school.

Open comments

- Park and Wadewitz’s parking lots for visitors are filled by teachers and others – including the handicapped slots.

- Provide homework and grade information through emails to parents. - Behavior happens for a reason. For special education students, don’t just suspend the student; first

find out why the behavior took place. - Don’t send kids home when there is a problem, they don’t get an education at home. Find an

alternative. - It’s great that you opened this conversation opportunity to the community. - I would like to see the special education office not be in the back of the building. Bring it up front.

Closing Mr. Van Atta thanked everyone for coming. He said a report will be given to the board of education on the responses and comments given tonight.

ATTACHMENT J

BOARD OF EDUCATION


NAACP and Inner City Clergy (#2)

February 3, 2009 ASC Conference Room

11 a.m.

SESSION PARTICIPANT RESPONSE NOTES Present: Pastor Tony Visor Pastor R.L. Woods William Thompkins

Geraldine E. White Carl Lassiter Bettie Poole

Autumn Marzette-Bell David Lole Walter L. Rogers

Michael D. Sheilds Beverly D. Hicks

Also present: School Board Members – William S. Van Atta, Melvin Hargrove, Julie L McKenna, Don J. Nielsen. Staff present: James J. Shaw, Superintendent of Schools; Steve Hejnal, Executive Director, Human Resources and Labor Relations; Dave Hazen, Chief Financial Officer; Pete Knotek, President, REA and Executive Assistant, Darlene Gallup Opening Comments Mr. Van Atta introduced board members and gave a brief explanation of the objectives of the Listening and Linking sessions including: • Engage members of target audiences, listen to their concerns and ideas and integrate that

feedback into the board of educations’ deliberations and actions • Increase awareness of board of education activities, decisions, progress and obstacles toward

improved academic achievement • Educate audiences about the rationale behind and the benefits of the board of education

deliberations and actions • Engage audiences to speak and act in support of district activities and decisions Representatives of the NAACP brought for discussion the following issues/concerns: Continued Concern about Redistricting and Special Education Mr. Hazen provided a brief explanation on the redistricting and special education issues. He talked about efforts to come up with both short and long term resolutions for special education issues. He also talked about related transportation costs and funding. • Concern – the ratio of students of color in special education classes Mr. Nielsen talked about professional development in the district and efforts of the district to

address many of the issues reported in the Special Education Report and lack of proportionality identified by the state.

• Concern – too much and unnecessary labeling of students Pastor Hargrove talked about the need to empower parents to make decisions about their

children along with a responsibility of the community to be informed about what they can hold the district accountable. Mr. Hazen talked about new Federal government requirements on early intervention services for special education students.

• Mr. Hazen said special education students moving to home schools, reviewing bilingual student boundaries and micro-redistricting (reviewing pockets of students who travel too far) are the three things that are being looked at in order to begin a redistricting short term resolution for next year.

Minority Hiring Practices and Treatment Mrs. Hicks talked about issues regarding non-movement toward hiring of minority staff in the district. Mr. Hejnal responded to some of the concerns. Items Mr. Hejnal commented on included:

o Review of current planned retirement plans o Hiring plans (8 recruitment fairs and a task force to focus on minorities with letters of

intent presented). Targeting minority colleges. Working with Workforce Development. o District wants to hire as many minority staff as possible so the ratio mirrors the student

ratios o The North Star initiative and work with Dr. Billings from UW-Madison on a system of

culturally responsive pedagogy o Improving quality of teaching to help close the achievement gap o Interviews with current minority administrators to get insight on what needs to be done

to attract minorities and having them assist in representing the district in that effort o We must ensure that the minority hires and those that are already here are quality staff o Need to have support available for new hires so we retain them

Additional comments and concerns discussed were: - A survey and results on police in schools which was conducted by students was shared and

discussed: o Minority students felt they were often treated like criminals o Treatment of students is not equal

- Al Levie, an RUSD teacher, read a letter regarding numerous concerns about minority issues and the need to change systems in the district to end inequities.

- District efforts being developed toward a different instructional model that incorporates and is sensitive to cultural differences

- Need to address the climate and social atmosphere in the schools to provide an attractive draw for hirees

- Don’t expect people of color staff to work miracles. They need to be rallied around and assisted in their efforts.

- Concern on hiring of non-certified teachers - Mr. Hejnal said the district has made many changes and has greatly decreased the hiring of non-certified teachers. There are some situations, such as in bilingual education, where certified teachers are hired first if possible but occasionally it is necessary to hire qualified non-certified teachers. In the area of special education, the staff is certified but may not be working in their area of expertise.

- Mr. Hejnal said the district’s hiring process questions candidates about their belief that all students can learn regardless of their color.

- Mr. Hejnal shared information about the district’s mentoring program for new teachers. - There needs to be inservice training on staff working together and team building - Teacher evaluation – Mr. Hejnal talked about the district’s efforts to update the evaluation

process. - Caledonia cessation – Mr. Van Atta gave a brief review of Caledonia’s decision to move toward a

referendum vote on cessation from Racine Unified School District. It was suggested there be quarterly meetings with the NAACP and RUSD to discuss issues. Question: Has there been consideration for a district dress code? Answer - Only school by school Closing Mr. Van Atta thanked everyone for coming. He said a report will be given to the board of education on the responses and comments given tonight.




Racine, Wisconsin February 19, 2009 A meeting of the Board of Education of the Racine Unified School District of Racine County Wisconsin, was called to order at 6:00 p.m. on Thursday, February 19, 2009, with the following members present: Tony Baumgardt, Pamala Handrow, Melvin Hargrove, Susan F. Kutz, Don J. Nielsen, Gretchen L. Warner, Dennis Wiser - 7. Absent: Julie McKenna, William S. VanAtta -2. Also present were Steven J. Hejnal, Executive Director of Human Resources; Frank L. Johnson, Counsel; Keri A. Hanstedt, Employee Relations Supervisor; Daniel Thielen, Principal of Washington Park High School; Daniel Bieser, Sub-School Principal at Washington Park High School; and Jeffrey Blaga, Ph.D, Supervisor of Social Studies and Non Compulsory Curricula. Also present were a teacher; Attorney Barbara Quindel appearing on behalf of the teacher; Nicholas Whitman, Executive Director of the Racine Education Association; Juan Jimenez, Associate Executive Director of the Racine Education Association; Attorney Gilbert Berthelsen appearing on behalf of the Board of Education, and Susan Taylor, Court Reporter. President Baumgardt indicated that the purpose of the meeting was to conduct a Section 118.22(3) private conference regarding the possible non-renewal of a teacher. The teacher indicated that he wished to waive the private conference. Meeting adjourned at 6:10 p.m. Signed: ____________________________ Gretchen L. Warner, Clerk




Racine, Wisconsin February 19, 2009 A meeting of he Board of Education of the Racine Unified School District of Racine County Wisconsin, was called to order at 6:15 p.m. on Thursday, February 19, 2009, with the following members present: Tony Baumgardt, Pamala Handrow, Melvin Hargrove, Susan F. Kutz, Don J. Nielsen, Gretchen L. Warner, Dennis Wiser - 7. Absent: Julie McKenna, William S. VanAtta - 2. Also present were Steven J. Hejnal, Executive Director of Human Resources; Frank L. Johnson, Counsel; Keri A. Hanstedt, Employee Relations Supervisor; Daniel Thielen, Principal of Washington Park High School; Daniel Bieser, Sub-School Principal at Washington Park High School; and Jeffrey Blaga, Ph.D, Supervisor of Social Studies and Non Compulsory Curricula. Also present were a teacher; Attorney Barbara Quindel appearing on behalf of the teacher; Nicholas Whitman, Executive Director of the Racine Education Association; Juan Jimenez, Associate Executive Director of the Racine Education Association; Attorney Gilbert Berthelsen appearing on behalf of the Board of Education, and Susan Taylor, Court Reporter. President Baumgardt indicated that the purpose of the meeting was to conduct a due process hearing regarding a possible non-renewal of a teacher. The teacher indicated that he wished to have a closed hearing. Ms. Kutz moved, Pastor Hargrove seconded to adjourn to executive session per Wisconsin Statutes 19.85(1)(a)(b)(f). Ayes - 7. Noes - 0. Attorney Johnson presented evidence on behalf of the administration relevant to the consideration of the non-renewal of the teacher. Attorney Quindel presented evidence on behalf of the teacher. The Board of Education asked questions of witnesses. The Board also received documents submitted into evidence. After evidence was received, the Board, upon motion made, seconded and unanimously approved, met in executive session pursuant to 19.85(1)(a) for purpose of deliberating. The executive session adjourned at 12:20 a.m. Signed: ____________________________ Gretchen L. Warner, Clerk



WORK SESSION February 24, 2009

MACTE 524 Monument Square, Room 204

MINUTES

A work session of the Board of Education of the Racine Unified School District of Racine County, Wisconsin was called to order by Susan F. Kutz at 1 p.m. on Tuesday, February 24, 2009. The following board members were present: Melvin Hargrove, Susan F. Kutz, Julie McKenna, Don J. Nielsen, William S. Van Atta, Gretchen L. Warner and Dennis Wiser. Work with Aspen Group Board members present and Dr. Shaw worked with Linda Dawson from Aspen Group on Operational Expectations and Results monitoring reports, presentation format, and disposition of the monitoring reports at board meetings. Future work session dates with Aspen Group were discussed. The dates were tentatively selected for March 17, June 16 and September 22, 2009. Adjourn The session was adjourned at 3:49 p.m. Also present: Respectfully submitted, James J. Shaw, Superintendent of Schools Linda Dawson, Aspen Group Tony Baumgardt (Absent) Darlene Gallup, Executive Assistant Pamala Handrow (Absent) Melvin Hargrove Susan F. Kutz Julie L. McKenna Don J. Nielsen William S. Van Atta Gretchen L. Warner Dennis Wiser

Board of Education


BOARD OF EDUCATION AUDIT COMMITTEE

Monday, February 9, 2009 The Chair of the Audit Committee, Don J. Nielsen, called the meeting to order at 5:39 p.m. Committee members present were: Don J. Nielsen and Pamala Handrow. Also present was Sue Kutz, Board Member. Approval of Audit Committee Minutes of January 12, 2009 Ms. Handrow moved, Mr. Nielsen seconded, to approve the minutes of the January 12, 2009, Audit Committee meeting. All were in favor. Monthly Financial Update and Budget Review Mr. Hazen provided information regarding the monthly financial update for January. He shared and the committee discussed handouts including the General Fund and All Governmental Funds Combined Statement of Revenues, Expenditures and Changes Fund Balance Revenues by Source, Expenditures by Function Monthly Budgets. Audit Review Mr. Hazen said the audit is brought to the Audit Committee for their review. The audit has already been presented to the full board. He gave a brief overview of the audit and answered questions from the committee. The auditor’s management letter was reviewed. Ms. Irish provided information regarding the considerable strides made in documentation and reconciling cash flow at schools. She said, currently, requirements and guidelines are being reviewed for the audits of school accounting. This is being entered into Lawson and schools involved need updates of some programs and additional instruction. Mrs. Kutz asked about having the external auditors include in their audit an opinion in their management letter about compliance with Coherent Governance Policy OE-6. Mr. Hazen will investigate this request with the auditors. Review Fund 40 Mr. Hazen provided information on Fund 40. He said there are actually four Fund 40 accounts in the district. He reviewed the Capital Expansion Fund, Combined Capital Projects Fund, Security System 2008 (QZAB) and Capitol Objects-Phone System Combined Statement of Revenues, Expenditures and Changes Fund Balance Revenues by Source, Expenditures by Function Monthly Budgets. 2009-2010 Budget Beginning Mr. Hazen provided information on the 2009-2010 Budget Beginning agenda item. He said efforts for budget reductions will be kept out of the classroom as much as possible. Open, current and projected enrollment affects on the budget were discussed. He said the next step will be staffing forecasts for the schools. Mr. Hazen said he anticipates information about the transportation Requests for Proposals to be presented to the board in March. He recommended Fund 73 be reviewed at next month’s Audit Committee meeting. Adjourn Mr. Nielsen moved, Ms. Handrow seconded, and with no objection heard, the meeting was adjourned at 6:45 p.m. Staff Present: Respectfully submitted, Dave Hazen, Chief Financial Officer Don J. Nielsen (Chair) Kathy Irish, Budget Controller Pamala Handrow Jim Shaw, Superintendent of Schools Dennis Wiser (Absent) Jack Parker, Interim Deputy Superintendent Tony Baumgardt, Ex Officio Darlene Gallup, Executive Assistant

Board of Education


BOARD OF EDUCATION

COMMUNICATION COMMITTEE

Thursday, February 12, 2009 5:00 p.m.

Administrative Service Center, Board Room

MINUTES Call to Order The Racine Unified School District Board of Education Communication Committee meeting was called to order at 5:04 p.m. on Thursday, February 12, 2009. The following members were present: Julie L. McKenna, Don Nielsen (arrived at 5:05 p.m.), Melvin Hargrove and William S. Van Atta. Also present: Jim Shaw, Superintendent; and Darlene Gallup, Executive Assistant. Approval of the Communication Committee Minutes of November 18, 2008 Mrs. McKenna moved, Pastor Hargrove seconded, to approve the minutes of the November 18, 2008, Communication Committee meeting. All were in favor. Approval of the Minutes from the January 13, January 20 and February 3, 2009 Listening and Linking Sessions Pastor Hargrove moved, Mrs. McKenna seconded, to approve the minutes of the January 13, January 20 and February 3, 2009 Listening and Linking Sessions. All were in favor. Mr. Nielsen arrived at 5:05 p.m. Review the Progress on OGSM to Date and Determine Next Steps, Ownership and Timing The OGSM was reviewed and adjusted. Consensus was to make adjustments as follows: Objective 1: L&L Sessions – Measures: Change date to “Ongoing” Objective 2: Strategies Bullet #2 – Measures: Change to “Completed” Objective 2: Strategies Bullet #5 – Measures: Change to “Completed” Objective 3: Strategies Bullet #2 B. Van Atta will work with S. Hayden and add sending a follow-up email to all

who have attended L&L sessions Objective 3: Strategies Bullet #4 – Change to 10 m Objective 3: Strategies Bullet #5 – Measures: Change to NA Objective 4: Strategies Bullet #1 – Measures: Change to “Ongoing” Mr. Van Atta will make any additional changes as discussed during this portion of the meeting and these will be shared with the full board as part of the committee’s report on February 16, 2009. Set Next Committee Meeting Date The next Communication Committee meeting will be set for March 5, 2009, at 5 p.m. Adjourn Pastor Hargrove moved, Mrs. McKenna seconded, and with no objections heard, the meeting adjourned at 5:33 p.m. Respectfully submitted, William S. Van Atta (Chair) Melvin Hargrove Julie L. McKenna Don J. Nielsen Tony Baumgardt, Ex-Officio

Board of Education


BOARD OF EDUCATION COMMUNICATION COMMITTEE

Monday, February 16, 2009

6:00 p.m. Administrative Service Center, Board Room

MINUTES

Call to Order The Racine Unified School District Board of Education Communication Committee meeting was called to order at 6 p.m. on Monday 16, 2009. The following members were present: Julie L. McKenna, Don Nielsen, Melvin Hargrove and William S. Van Atta. Also present: Darlene Gallup, Executive Assistant. Finalize the date and target audience for the March Listening and Linking Session Pastor Hargrove moved, Mrs. McKenna seconded, to conduct a Listening and Linking Session with Caledonia residents on Tuesday, March 31, 2009, beginning at 6 p.m. at Gifford Elementary School. Adjourn Pastor Hargrove moved, Mr. Nielsen seconded, and with no objections heard, the meeting adjourned at 6:04 p.m. Respectfully submitted, William S. Van Atta (Chair) Melvin Hargrove Julie L. McKenna Don J. Nielsen Tony Baumgardt, Ex-Officio Stephanie Hayden, RUSD Communications Director

Board of Education



LEGISLATIVE COMMITTEE January 26, 2009

5:30 p.m. Board Room

MINUTES

Call to Order and Roll Call The Racine Unified School District Board of Education Legislative Committee meeting of Monday, January 26, 2009, was called to order at 5:34 p.m. Committee members present were: Pamala Handrow, Gretchen L. Warner and Dennis Wiser. Also present: Don J. Nielson, Board Member; James J. Shaw, Superintendent of Schools; Jeff Weiss, Director, Curriculum and Instruction; Al Days, Director, Safety and Security; Pete Knotek, President, REA; Stella Young, Board Candidate and Darlene Gallup, Executive Assistant. Approval of Legislative Minutes of August 18, 2008 Ms. Handrow moved, Mr. Wiser seconded, to approve the minutes of the December 15, 2008, Legislative Committee meeting. All were in favor. Meetings with Elected Officials and Other Items on OGSM Plan Dr. Warner shared updated copies of the Legislative Committee OGSM document. Dr. Warner talked about elected officials attending an information session on the two major topics, school safety and student achievement, identified in a recent survey. A date was tentatively selected for Wednesday, March 4, 2009, from 5-7 p.m. in the Administrative Office Conference Room. This session would include a 1-hour session for each topic, an open comment session at the end of each session and brief presentations on the North Star and district safety and security by Jeff Weiss, Pete Knotek and Al Days. The goal of the session will be to inform them of what the district is doing, where the district wants to go and an opportunity to let them know what the district’s resources and partnership needs are. Ms. Handrow is working on scheduling a meeting with Dan Rossmiller from WASB. Dr. Warner talked about managing a schedule for board members to attend surrounding community board, trustee and town meetings to gain and provide additional feedback on issues. Mr. Wiser will develop a schedule. Set Next Meeting Date The next meeting of the Legislative Committee was tentatively scheduled for March 4, 2009, in the Administrative Service Center Board Room immediately following the session with elected officials’ to debrief. Adjourn Ms. Handrow moved, Mr. Wiser seconded, and without objection, the meeting was adjourned at 6:12 p.m. Respectfully submitted: Pamala Handrow Gretchen L. Warner Dennis Wiser Tony Baumgardt, Ex-Officio

Board of Education



GOVERNANCE COMMITTEE

January 12, 2009 5:45 p.m.

ASC Conference Room

MINUTES Call to Order and Roll Call The Racine Unified School District Board of Education Governance Committee meeting of Monday, January 12, 2009, was called to order at 5:50 p.m. Committee members present were: Susan F. Kutz, Melvin Hargrove, Gretchen L. Warner (arrived at 6 p.m.). Also present: Board Candidate, Stella Young (arrived at 6:05 p.m.) and Darlene Gallup, Recording Secretary. Approval of Governance Committee Minutes of December 1, 2008 Mrs. Kutz moved, Pastor Hargrove seconded, to approve the Governance Committee meeting minutes of December 1, 2008. All were in favor. Review Aspen Contract and Prepare for Board Approval The Aspen Contract was reviewed. Mrs. Kutz noted the contract is the same contract as the previous one and covers a one year period of February 1, 2009 through January 31, 2010, in the amount of $48,000. It was noted that half of the contract cost will be paid by S.C. Johnson. Mrs. Kutz moved, Pastor Hargrove seconded, to recommend to the board on January 26, 2009, approval of the agreement with Aspen Group for one year. All were in favor. Review PowerPoint for Coherent Governance Presentation Mrs. Kutz said the PowerPoint presentation has been reviewed by Randy Quinn. Mrs. Kutz and Pastor Hargrove agreed that the PowerPoint is self-explanatory and could be made available for view on the internet. Next steps were discussed including efforts to add the presentation into the rollout of the North Star initiative in March for clusters and April/May for Payday Meetings, Pastor Hargrove showing the presentation to Area Superintendent, Dona Sens, and placing it on the board’s January 26, 2009, Consent Agenda for their feedback and approval. Mrs. Kutz moved, Pastor Hargrove seconded, to recommend the Coherent Governance PowerPoint Presentation be placed on the board’s January 26, 2009, Consent Agenda for their feedback and approval. All were in favor. Dr. Warner arrived at 6 p.m. Dr. Warner offered to create a brief handout/brochure on Coherent Governance. Board candidate, Stella Young, arrived at 6:05 p.m. Set Next Meeting Date and Agenda The next meeting is scheduled for Wednesday, January 28, 2009, with the Aspen Group at the MATCE office. The agenda will be set according to items to be addressed with the Aspen Group. The Governance Committee will meet with Dr. Shaw and the Aspen Group from 10 a.m. to 2 p.m. The board will meet with the Aspen Group from 2 – 6 p.m. Public Comments There were no comments from the public. Adjourn

Board of Education

Dr. Warner moved, Mrs. Kutz seconded, and with no objections heard, the meeting was adjourned at 6:12 p.m. Respectfully submitted: Melvin Hargrove (Chair)

Susan F. Kutz Gretchen L. Warner Tony Baumgardt, Ex-Officio

Receive and File


Board of Education

March 16, 2009

Support Services Agenda Item: Tabulation of Reported Incidents by Students to Staff Presenting: Marie Pascoe Craig, Director of Support Services Description: During the time period February 1 through February 28, 2009 there were

40 total reported incidents. There were 29 incidents reported at the elementary level, 4 at the middle school level, and 7 at the senior high level.

During the time period February 1, through February 28, 2008, there

were 37 total reported incidents. There were 16 incidents reported at the elementary level, 12 at the middle school level, and 9 at the senior high level.

Of the total number of incidents this month 85% involved special

education students. These 34 special education students represent .0223% of the total special education population. Regular education students were involved in 15% of the incidents reported. These 6 regular education students represent .0007% of the total regular education population.

The total number of incidents to date for the 2008-2009 school year is 197

(2007-2008 school year is 152).

Recommendation: Approval of the incidents report as presented. Action Taken:

Tabulation of Reported Incidents by Students to Staff2008-2009 School Year

2009 February

Victim Race Grade Level of Offending Student4K K 1 2 3 4 5 6 7 8 9 10 11 12

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Elementary 29 13 3 13 8 17 4 3 1 6 5 4 1 9Middle 4 3 1 2 1 1 3 1High 7 6 1 4 3 2 2 2 1Total 40 22 3 14 0 0 1 10 22 8 0 0 0 3 1 0 0 6 0 5 0 4 1 9 0 0 0 3 1 0 2 2 0 0 0 2 1 0Previous Total 157 78 3 51 11 3 11 27 115 15 0 1 10 6 1 8 2 11 0 22 3 8 2 12 3 7 3 8 12 4 2 3 3 4 5 6 1 10Total to Date 197 100 6 65 11 3 12 37 137 23 0 1 10 9 2 8 2 17 0 27 3 12 3 21 3 7 3 11 13 4 4 5 3 4 5 8 2 10

Tabulation of Reported Incidents by Student to Staff2008-2009 School Year

February 2009

School Date of

Incident Initials TchrSubTchr Aide Admin Secy Other Race Grade Spl. Ed.

Olympia Brown Elementary 02/19/09 DC 1 B 4 EBDOlympia Brown Elementary 02/16/09 LA 1 B 5 EBDOlympia Brown Elementary 02/11/09 LA 1 W 2 EBDOlympia Brown Elementary 02/27/09 CR 1 W 2 EBDOlympia Brown Elementary 02/05/09 LA 1 W 2 EBDOlympia Brown Elementary 02/13/09 LA 1 W 2 EBDOlympia Brown Elementary 02/06/09 DC 1 B 5 EBDFratt Elementary 02/11/09 ME 1 B 4 EBDFratt Elementary 02/12/09 SV 1 B 5 EBDFratt Elementary 02/16/09 ME 1 B 5 EBDFratt Elementary 02/05/09 SV 1 B 5 EBDFratt Elementary 02/02/09 SV 1 W 5 EBDFratt Elementary 02/06/09 SW 1 H 3 EBDFratt Elementary 02/06/09 MF 1 H 3 EBDFratt Elementary 02/04/09 MF 1 H 3 EBDFratt Elementary 02/03/09 SW 1 H 3 EBDFratt Elementary 02/09/09 WR 1 B 5 -Jerstad Elementary 02/13/09 LW 1 W 1 -Knapp Elementary 02/04/09 SP 1 W 4 EBDKnapp Elementary 02/06/09 TB 1 B 5 EBDKnapp Elementary 02/11/09 SP 1 B 4 EBDKnapp Elementary 02/18/09 AN 1 B 2 OHISchulte Elementary 02/18/09 KF 1 B 5 EBDSchulte Elementary 02/18/09 LK 1 B 5 EBDJulian Thomas Elementary 01/21/09 JK 1 B 3 EBDJulian Thomas Elementary 02/19/09 JK 1 B 2 EBDWest Ridge Elementary 02/02/09 MF 1 W 5K AUT/SPLWest Ridge Elementary 02/18/09 EC 1 B 5K EBDWest Ridge Elementary 02/18/09 EC 1 B 5K EBDGilmore Middle 02/01/09 BJ 1 B 7 EBDJerstad Middle 02/02/09 SF 1 W 7 EBDMack@Winslow 02/16/09 DH 1 W 7 OHIMitchell Middle 02/17/09 JL 1 H 8 -Case High School 02/12/09 DE 1 B 11 SLD

Tabulation of Reported Incidents by Student to Staff2008-2009 School Year

February 2009Case High School 02/18/09 GB 1 B 9 EBDCase High School 02/06/09 RB 1 H 9 -Case High School 02/17/09 CK 1 B 9 -Case High School 02/27/09 CA 1 H 11 EBDCase High School 02/27/09 CA 1 H 12 -Case High School 02/18/09 GB 1 B 9 EBDTotals 22 3 14 0 0 1

Superintendent Consent Agenda

Schedule of Personnel Changes (Financial Report)RACINE UNIFIED SCHOOL DISTRICT

March 16, 2009

From From From To To To

NameEmpl. Group Assignment From % Lvl-Step Salary Assignment To % Lvl-Step Salary Benefits Effective

NEW (Existing Authorized Position(s)) DeMark, Antionette B Float Custodian 100% 3-1 $35,214 $19,016 2/16/09 Scheckles, Donald B Float Custodian 100% 3-1 $35,214 $19,016 2/23/09 Castellon, Eliza E Wadewitz-Bilingual Assistant 50% 3-1 +$1 $10,029 $5,416 3/2/09 Small, Treva E Park-Cl.Lunch Hall Monitor 50% 2-2 $8,914 $4,814 2/23/09 Wirt, Karen E Goodland-Sp. Ed. Assistant 40% 4-1 $8,088 $4,368 2/11/09 Cornado, Elfega S From Educational Assistant J. Thomas-Bilingual Clerk 100% 5-3 $19,811 $10,698 3/2/09 Bohnker, Jean T Red Apple-Sp. Ed. EC 100% 4-7 $43,572 $23,529 2/11/09 Bucholtz, Karen T Park-Sp. Ed. CC 100% 7-7 $50,745 $27,402 3/2/09

RESIGNATION(S)Cornado, Elfega E J. Thomas-Title I Bilingual Asst. 100% 2-2 ($19,620) To Secretary ($10,595) 2/27/09Gissibl, Nataliya E Red Apple-EC Matron 100% M-1 ($20,825) ($11,246) 2/17/09Harvill, Michele E Knapp-Title I Assistant 100% 2-2 ($18,210) ($9,833) 2/19/09Jarstad, Ricky E Jerstad MS-ISS Program 100% 3-2 ($18,999) ($10,259) 3/2/09Americo dos Reis, Flavio T Case-Spanish 100% 6-4 ($43,904) ($23,708) 2/6/09Feldpausch, Andrew T Case-Science 100% 7-5 ($47,845) ($25,836) 6/16/09Frayer, Christine T Knapp-Grade 2 100% 7-6 ($49,295) ($26,619) 6/16/09Olson, Andrew T Park-Technology Educ. 100% 4-4 ($40,122) ($21,666) 6/16/09

TERMINATION(S)Butterfield, Jeffrey B Horlick-Custodian 100% 3-4 ($37,897) ($20,464) 3/2/09Sadlon, Nicholas B Gifford-Custodian 100% 3-3 ($36,940) ($19,948) 2/24/09Krueger, Virginia S J. Thomas-Clerk 100% 5-4 ($20,582) ($11,114) 2/11/09Pinter, Kevin T Park-Social Studies 100% 4-3 ($38,972) ($21,045) 6/16/09

RETIREMENT(S)Gleason, Charles B Starbuck-1st Shift Engineer 100% 7-4 ($47,320) ($25,553) 1/10/09Stork, Charles B ASC-Engineer 100% 7-4 ($47,320) ($25,553) 5/8/09

EARLY RETIREMENT(S)Eshelman, Cheryl T Giese-Grade 5 100% 7-13 ($59,445) ($32,100) 6/16/09Halvorsen, Patricia T Starbuck-Sp. Ed. LD 100% 6-13 ($54,254) ($29,297) 6/16/09Hayward, Tamerin T Case-Social Studies 100% 9-13 ($65,084) ($35,145) 6/16/09Jarosz, Vicki T Park-Math 100% 5-13 ($52,363) ($28,276) 6/16/09Jensen, Barbara T Gilmore-Physical Educ. 100% 6-13 ($54,254) ($29,297) 6/16/09Keitzke, Rebecca T O.Brown-Social Worker 100% 8-13 ($62,815) ($33,920) 6/16/09Kuranz, Cheryl T Case-Physical Education 100% 4-13 ($50,472) ($27,255) 6/16/09Kuranz, Mark T Case-Counselor 100% 9-13 ($65,084) ($35,145) 6/16/09Lukasavige, Christine T Districtwide-Sp. Ed. VI 100% 9-13 ($65,084) ($35,145) 6/16/09Macins-Pavao T Dr.Jones/Fine Arts-ESL 100% 9-13 ($65,084) ($35,145) 6/16/09Manderfield, Daniel T Fratt-Physical Education 100% 4-13 ($50,472) ($27,255) 6/16/09

EARLY RETIREMENT(S)Mattner, Edward T Horlick-Tech. Educ. 100% 9-13 ($65,084) ($35,145) 6/16/09McCrory, Cynthia T REEC-Sp. Ed. EC 100% 9-13 ($65,084) ($35,145) 6/16/09Miller, Alan T Case-Technology Educ. 100% 9-13 ($65,084) ($35,145) 6/16/09Navratil, Gail T Dr. Jones-Resource Literacy 100% 6-13 ($54,254) ($29,297) 6/16/09

Employment Group KeyA=AdministratorT=TeacherE=Educational AssistantB=Building ServicesC=Clerical Page 1


March 16, 2009



Ogren, Claudia T Horlick-Social Studies 100% 9-13 ($65,084) ($35,145) 6/16/09Pavilonis, Ann T Wadewitz-4 Yr Old K 100% 9-13 ($65,084) ($35,145) 6/16/09Podratz, Mark T Starbuck-Counselor 100% 9-13 ($65,084) ($35,145) 6/16/09Runge, Constance T O.Brown-Sp. Ed. ED 100% 6-13 ($54,254) ($29,297) 6/16/09Smith, Judith T J-A ES-P5 Enrich/Coordinator 100% 7-13 ($59,445) ($32,100) 6/16/09Suita, Jeffrey T J. Thomas-Grade 2 100% 9-13 ($65,084) ($35,145) 6/16/09Suita, Mary T J-A ES-4 Yr Old K 100% 6-13 ($54,254) ($29,297) 6/16/09Tigges, Cynthia T Horlick-Sp. Ed. CDB 100% 9-13 ($65,084) ($35,145) 6/16/09

REQUEST(S) FOR LEAVE OF ABSENCEHamilton, Ursula A Wadewitz-Principal 100% 8-2 ($83,451) Personal ($45,064) 2/9/09Padilla, Verenise E REEC-Bilingual 4 Yr Old K 52% B-1 + $1 ($9,986) Medical ($5,392) 1/23/09Conner, Beth S McKinley-Clerk 100% 5-8 ($23,960) Medical ($12,938) 3/4/09Halvorsen, Laurie T J-A MS-Music 100% 5-13 ($52,363) Medical ($28,276) 10/21/08Manowski, Michael T J-A MS-Sp. Ed. LD 100% 9-10 ($60,434) Medical ($32,634) 1/27/09

RETURN FROM LEAVE OF ABSENCEHamilton, Ursula A Wadewitz-Principal 100% 8-2 $83,451 $45,064 3/2/09Karnowski, Stacey E Wadewitz-4 Yr Old K Assistant 52% 2-2 $9,519 $5,140 2/16/09

CHANGE(S) OF ASSIGNMENT (Existing Authorized Position(s))Doperalski, Scott B Jefferson-1st Shift Engineer 100% 4-2 ($39,042) Starbuck-2nd Shift Engineer 100% 6-2 $43,077 $1,816 1/28/09Lawrence, Shawn B General Maintenance 100% 10-1 ($49,358) General Maintenance 100% 10-2 $50,648 $581 2/17/09McDougal, James B Warehouse Worker 100% 6-4 ($45,261) Warehouse Foreman 100% 6-4 +10% $49,795 $2,040 2/24/09Novak, Paul B Grounds Maintenance 100% 7-1 ($43,888) Grounds Maintenance 100% 7-2 $45,011 $505 12/31/08Tschumper, Andrew B Truck Driver 100% 5-4 ($43,306) Relief Engineer 100% 7-4 $47,216 $1,760 2/9/09Wolf, Robert B HVAC 100% 10-4 + 2.5 ($54,662) Maintenance Foreman 100% 10-4+2.5% $59,987 $2,396 2/9/09

TEACHER LEVEL CHANGES effective January 27, 2009Name Location % From L-S From $ 100% To L-S To $ w/Benefits % IncreaseAnderson, Bonnie McKinley MS 100% 5-2 $39,713 100% 6-2 $41,604 $2,912 4.76%Baumann, Kari Wadewitz 100% 7-7 $50,745 100% 8-7 $53,515 $4,266 5.46%Betker, Terri Horlick 100% 4-5 $41,272 100% 5-5 $43,163 $2,912 4.58%Broege, Sara Goodland 100% 4-4 $40,122 100% 5-4 $42,013 $2,912 4.71%Corona, Sarah Julian Thomas 100% 6-3 $42,754 100% 7-3 $44,945 $3,374 5.12%Craig, Scott Horlick 100% 4-4 $40,122 100% 6-4 $43,904 $5,824 9.43%Cruz, Angelina Dr Jones 100% 4-4 $40,122 100% 5-4 $42,013 $2,912 4.71%

TEACHER LEVEL CHANGES effective January 27, 2009Eick, Aaron Horlick 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Evans, Krystle Janes 100% 4-4 $40,122 100% 6-4 $43,904 $5,824 9.43%Fletcher, Jenee Gifford 100% 5-5 $43,163 100% 6-5 $45,054 $2,912 4.38%Forbes-Rodriquez, Susan Red Apple 100% 6-13 $54,254 100% 7-13 $59,445 $7,994 9.57%Gill, Tanya O Brown 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Goetsch, Kathleen Jefferson Lighthouse 100% 6-10 $50,804 100% 7-10 $55,095 $6,608 8.45%Heinen, Crystal Case 100% 7-13 $59,445 100% 8-13 $62,815 $5,190 5.67%Heinert, Julie Case 100% 6-4 $43,904 100% 7-4 $46,395 $3,836 5.67%Heller, Rose Fratt 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%



March 16, 2009



Hoffman, Ryan Mitchell MS 100% 4-7 $43,572 100% 5-7 $45,463 $2,912 4.34%Hojnacki, Heather Giese 100% 5-6 $44,313 100% 6-6 $46,204 $2,912 4.27%Huizinga, Stacey Red Apple 100% 4-4 $40,122 100% 5-4 $42,013 $2,912 4.71%Jackson, Damon Walden III 100% 4-9 $45,872 100% 6-9 $49,654 $5,824 8.24%James, Charity Janes 100% 5-4 $42,013 100% 6-4 $43,904 $2,912 4.50%Jetzer, Christopher Goodland 100% 5-4 $42,013 100% 6-4 $43,904 $2,912 4.50%Jones, Jennifer O Brown 100% 4-3 $38,972 100% 5-3 $40,863 $2,912 4.85%Karls, Terri Wadewitz 100% 4-13 $50,472 100% 5-13 $52,363 $2,912 3.75%Khreish, Miranda Knapp 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Kildahl, Tammy Wind Point 100% 5-3 $40,863 100% 6-3 $42,754 $2,912 4.63%Kopecky, Candice Roosevelt 100% 4-13 $50,472 100% 5-13 $52,363 $2,912 3.75%Kopecky, David Roosevelt 100% 4-13 $50,472 100% 5-13 $52,363 $2,912 3.75%Leffler, Kathy Dr Jones 100% 5-6 $44,313 100% 6-6 $46,204 $2,912 4.27%Marcinkus, Justin Horlick 100% 4-8 $44,722 100% 6-8 $48,504 $5,824 8.46%Marquez, Priscilla Fratt 100% 7-4 $46,395 100% 8-4 $48,865 $3,804 5.32%McNamara, Jon Case 100% 4-4 $40,122 100% 5-4 $42,013 $2,912 4.71%Nichols, Michelle L. Horlick 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Orozco-Rodriquez, Oralia Janes 100% 4-4 $40,122 100% 5-4 $42,013 $2,912 4.71%Parker, Sharon Fratt 100% 4-7 $43,572 100% 5-7 $45,463 $2,912 4.34%Peterson, Sarah Knapp 100% 6-4 $43,904 100% 7-4 $46,395 $3,836 5.67%Pierce, Dawn Bull Fine Arts 100% 5-9 $47,763 100% 6-9 $49,654 $2,912 3.96%Poppe, Cinda Gilmore 100% 4-8 $44,722 100% 5-8 $46,613 $2,912 4.23%Puetz, Breanne Knapp 100% 4-5 $41,272 100% 5-5 $43,163 $2,912 4.58%Rasavong, Maria Mitchell ES 100% 6-4 $43,904 100% 7-4 $46,395 $3,836 5.67%Reed, Kristi Mitchell ES 100% 6-5 $45,054 100% 7-5 $47,845 $4,298 6.19%Rigby, Melanie REEC 100% 5-2 $39,713 100% 6-2 $41,604 $2,912 4.76%Ritter, Cynthia Red Apple 100% 5-2 $39,713 100% 6-2 $41,604 $2,912 4.76%Rodgers, Lisa Walden 100% 4-9 $45,872 100% 5-9 $47,763 $2,912 4.12%Rojas, Laurie Dr Jones 100% 6-11 $51,954 100% 7-11 $56,545 $7,070 8.84%Rutkowski, Thomas Walden III 100% 8-13 $62,815 100% 9-13 $65,084 $3,494 3.61%Sadowski, Anne Mitchell/Wadewitz 80% 4-13 $50,472 100% 5-13 $52,363 $2,912 3.75%Schuh, Mindy Mitchell MS 100% 5-2 $39,713 100% 6-2 $41,604 $2,912 4.76%

TEACHER LEVEL CHANGES effective January 27, 2009Seeger, Elisabeth REEC 100% 4-7 $43,572 100% 5-7 $45,463 $2,912 4.34%Sheppard, Craig Horlick 100% 6-5 $45,054 100% 7-5 $47,845 $4,298 6.19%Sikora, Nicole Gifford 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Sipher-Vieau, Lisa Mitchell MS 100% 7-5 $47,845 100% 8-5 $50,415 $3,958 5.37%Slamka, Joshua Horlick 100% 5-4 $42,013 100% 6-4 $43,904 $2,912 4.50%Sobotka, Carol JA - ES 100% 4-13 $50,472 100% 6-13 $54,254 $5,824 7.49%Staton, Amy Goodland 100% 5-4 $42,013 100% 6-4 $43,904 $2,912 4.50%Steckbauer, Kari Case 100% 5-2 $39,713 100% 6-2 $41,604 $2,912 4.76%Stickland, Kay Julian Thomas 100% 6-2 $41,604 100% 7-2 $43,495 $2,912 4.55%Thielen, Dana Starbuck 100% 8-13 $62,815 100% 9-13 $65,084 $3,494 3.61%Toepfer, Joan Horlick 100% 7-4 $46,395 100% 8-4 $48,865 $3,804 5.32%Tuttle, Timothy Julian Thomas 100% 6-2 $41,604 100% 7-2 $43,495 $2,912 4.55%Valasek, Jeanne Walden III 100% 7-6 $49,295 100% 9-6 $54,234 $7,606 10.02%VanElzen, Cindy Wind Point 100% 6-6 $46,204 100% 7-6 $49,295 $4,760 6.69%Veguilla, Francelin Julian Thomas 100% 6-4 $43,904 100% 7-4 $46,395 $3,836 5.67%



March 16, 2009



Villarreal, Katherine Fratt 100% 7-7 $50,745 100% 8-7 $53,515 $4,266 5.46%Wasik, Jean Goodland 100% 4-2 $37,822 100% 5-2 $39,713 $2,912 5.00%Wendt, Aimee JA - ES 100% 4-3 $38,972 100% 5-3 $40,863 $2,912 4.85%West, Crystal Julian Thomas 100% 6-4 $43,904 100% 7-4 $46,395 $3,836 5.67%Williams, Dianne Starbuck 100% 6-7 $47,354 100% 7-7 $50,745 $5,222 7.16%Wolfe, Betsy Fratt 100% 4-3 $38,972 100% 5-3 $40,863 $2,912 4.85%Zirkelbach, Jody Stephen Bull 100% 5-7 $45,463 100% 6-7 $47,354 $2,912 4.16%TOTALS: $3,104,482 $3,271,385 $257,031

GRAND TOTALS: ($5,485,334) $3,871,676 ($706,292)


BOARD OF EDUCATION March 16, 2009

Operations AGENDA ITEM: February 2009 Financial Statements

PRESENTING: David Hazen

DESCRIPTION: Board policy OE-6.9 requires that annual and monthly financial updates be provided to the board. These statements provide the status of revenues and expenditures for the general fund and all funds combined. The statements also allow a comparison to the board approved budget.

HIGHLIGHTS: The reports for revenues show RUSD received a February special education aid payment of over $1.8 million and $546,621 of state aid for the SAGE program. In addition, over $1 million in federal food service funds were received. The expenses for December largely represent normal expenses for salaries, benefits, supplies and utilities. Library and Instructional support includes $122,000 in library related orders using state Common School Funds. The $90,000 in stolen computers were also replaced as part of instructional expenses. Business and Operations expenses include $128,000 in maintenance supply purchases, and $250,000 in orders. There were also $128,453 in expenses for the Walden solar panel project, $830,000 in roofing and security repairs, and $1 million in orders related roofing and security.

RECOMMENDATION: Recommend the acceptance of the monthly financial statements.

ACTION TAKEN:

2008 - 2009 Feb MTD Feb YTD

Balance Enc/Com Actual ActualBudget 2

4:06 pm

9-Mar-09

%Exp 2007 - 2008

Feb YTD

MONTHLY BUDGET

Revenues by Source, Expenditures by Function

Combined Statement of Revenues, Expenditures and Changes Fund Balance

All Governmental Funds

Revenues by source

Property taxes 0 70,103,606 0 2,393 100.00 63,836,21970,101,213

Local sources 142,122 2,417,965 0 (3,125,366) 43.62 2,331,8365,543,331

Intermediate sources 0 28,227 0 (67,909) 29.36 391,20296,136

State sources 2,432,888 145,865,824 0 (10,771,893) 93.12 118,369,519156,637,717

Federal sources 1,131,850 4,655,794 0 (19,198,892) 19.52 4,304,79223,854,687

Other sources 8,514 502,545 0 (310,554) 61.81 258,350813,099

Total revenues 257,046,182 3,715,375 223,573,961 0 (33,472,221) 189,491,918 86.98

Expenditures by function

Instruction

Regular instruction 102,701,422 8,320,888 57,375,211 163,425 45,162,787 56.03 53,302,051

Vocational instruction 4,826,811 406,692 2,555,924 17,865 2,253,022 53.32 2,478,795

Special instruction 38,646,073 3,450,696 21,109,889 9,227 17,526,958 54.65 20,970,001

Other instruction 6,736,381 507,519 3,665,730 19,912 3,090,563 54.71 3,617,961

Total instruction 152,910,687 12,685,795 84,706,754 210,428 67,993,506 55.53 80,368,807

Support service

Pupil services 13,673,797 1,171,581 7,567,417 10,590 6,095,791 55.42 6,880,159

Libraries & instructional support 12,375,357 938,056 6,727,714 137,406 5,510,237 55.47 5,456,073

General administration 1,902,708 138,958 1,329,268 204 573,236 69.87 1,336,181

Building administration 10,841,712 964,829 6,748,617 15,618 4,077,477 62.39 7,236,218

Business & operations 40,865,686 4,324,620 23,638,914 2,156,683 15,070,089 63.12 24,092,256

Central services 7,373,801 820,433 4,440,469 225,004 2,708,328 63.27 3,794,895

Insurance 825,559 (185,493) 505,153 0 320,406 61.19 578,339

Debt payments 5,264,038 15,885 1,862,479 0 3,401,560 35.38 137,917

Other support services 1,060,748 182,976 1,015,525 3,072 42,152 96.03 1,050,634

Food service 7,890,826 497,939 2,664,551 6,276 5,220,000 33.85 3,640,944

Community service 1,017,291 172,598 899,336 3,933 114,023 88.79 1,094,499

Total support services 103,091,524 9,042,381 57,399,441 2,558,785 43,133,298 58.16 55,298,115

Non-Program transactions 4,816,986 257,220 734,174 0 4,082,812 15.24 628,715

Total expenditures 260,819,197 21,985,396 142,840,369 2,769,213 115,209,615 55.83 136,295,637

Excess (deficiency) of revenues over

expenditures(3,773,015) (18,270,021) 80,733,592 (2,769,213) (47,216,110) 53,196,281

Other financing sources (uses)

Transfer from other funds 33,215,975 2,709 2,709 0 33,213,266 0.01 0

Other financing sources 2,088,556 0 624,000 0 1,464,556 29.88 0

Transfer to other funds (33,218,050) 2,709 (2,709) 0 (33,215,341) 0.01 0

Total other financing

sources (uses) 2,086,481 0 29.91 1,462,481 0 624,000 5,418

Net change in fund balance (1,686,534) 81,357,592 53,196,281

21,161,533Fund balance beginning of year 21,161,533

Fund balance end of year 19,474,999 102,519,125

2008 - 2009 Feb MTD Feb YTD

Balance Enc/Com Actual ActualBudget 2

8:38 am

10-Mar-09

%Exp 2007 - 2008

Feb YTD

MONTHLY BUDGET

Revenues by Source, Expenditures by Function

Combined Statement of Revenues, Expenditures and Changes Fund Balance

General Fund

Revenues by source

Property taxes 0 61,357,254 0 2,393 100.00 58,337,83261,354,861

Local sources 84,516 891,057 0 (1,151,060) 43.63 1,548,1482,042,117

Intermediate sources 0 28,227 0 (67,909) 29.36 391,20296,136

State sources 590,228 138,351,930 0 (5,345,974) 96.28 114,386,663143,697,903

Federal sources 57,875 1,110,740 0 (11,548,872) 8.77 731,27412,659,612

Other sources 8,514 508,559 0 (298,340) 63.03 260,608806,899

Total revenues 220,657,527 741,134 202,247,766 0 (18,409,761) 175,655,728 91.66

Expenditures by function

Instruction

Regular instruction 101,883,894 8,268,259 56,840,432 159,242 44,884,220 55.95 52,817,611

Vocational instruction 4,774,811 403,138 2,531,084 17,856 2,225,871 53.38 2,458,737

Special instruction 9,838 4,580 13,599 99 (3,860) 139.23 6,142

Other instruction 6,736,381 507,519 3,665,730 19,912 3,090,563 54.71 3,617,961

Total instruction 113,404,924 9,183,495 63,050,845 197,109 50,156,970 55.77 58,900,450

Support service

Pupil services 8,136,196 721,296 4,431,745 2,942 3,701,508 54.51 4,863,724

Libraries & instructional support 9,543,832 671,019 4,746,266 134,149 4,663,417 51.14 4,316,932

General administration 1,710,938 135,597 1,293,809 204 416,925 75.63 1,298,629

Building administration 10,783,886 965,468 6,726,428 15,395 4,042,063 62.52 6,979,507

Business & operations 31,013,508 2,873,040 19,047,949 867,942 11,097,617 64.22 17,599,684

Central services 6,394,271 819,772 3,923,963 128,235 2,342,073 63.37 3,780,394

Insurance 629,601 (185,493) 505,153 0 124,448 80.23 578,339

Debt payments 1,179,759 14,793 1,031,605 0 148,154 87.44 128,094

Other support services 216,014 18,590 169,362 0 46,652 78.40 186,405

Total support services 69,608,005 6,034,081 41,876,282 1,148,868 26,582,856 61.81 39,731,708

Non-Program transactions 4,553,838 257,220 669,695 0 3,884,143 14.71 588,963

Total expenditures 187,566,768 15,474,797 105,596,822 1,345,977 80,623,969 57.02 99,221,121

Excess (deficiency) of revenues over

expenditures 33,090,759 (14,733,662) 96,650,944 (1,345,977) (99,033,730) 76,434,607

Other financing sources (uses)

Transfer from other funds 5,830 2,709 2,709 0 3,121 46.47 0

Other financing sources 1,113,556 0 0 0 1,113,556 0.00 0

Transfer to other funds (33,210,145) 0 0 0 (33,210,145) 0.00 0

Total other financing

sources (uses) (32,090,759) 0 0.00 (32,093,468) 0 2,709 2,709

Net change in fund balance 1,000,000 96,653,653 76,434,607

14,609,638Fund balance beginning of year 14,609,638

Fund balance end of year 15,609,639 111,263,291

Please approve the following disbursements for February 1 - February 29, 2008

Beginning EndingAccount Check Number Check Number Amount

General Fund 26731 27925 13,966,834.37Payroll 97753838 97756787 7,091,065.72Flexible Benefits pd thru Wage Works 64,200.77

Agency account is not being used, funds are now coming out of General Fund

Total Disbursements 21,122,100.86

Please approve the following receipts for February 1 - February 29, 2008

Account AmountGeneral Fund 11,593,264.08 includes interest 2,094.19

closed Capital Projects includes interest

closed Debt Service includes interest

Total Receipts 11,593,264.08

Detailed reports are available for review at the School District offices in the Business Services area.All disbursements and receipts noted above are within the limitations described in Board PolicyExecutive Limitation - 6 and legally delegated to the administration through the Chief Executive Officeror his/her delegate.


MARCH 16, 2009 TEACHING AND LEARNING

AGENDA ITEM: Overnight Field Trips PRESENTING: Dona Sens, Area I Superintendent Bethel E. Cager, Area II Superintendent

Brian L. Colbert, Area III Superintendent DESCRIPTION: See attached database. FISCAL NOTE: See attached database. RECOMMENDATION: Approval of the Overnight Field trips as listed. ACTION TAKEN:

Overnight Field Trips BOE 3/16/2009 *Revised*

School Teacher Student Group Destination Dates LodgingMale Female Male Female Male Female

1 Horlick K. Sett Model UN Club Milwaukee, WI 3/19/09-3/20/09 Double-Tree Inn 10 10 0 2 1 12 Horlick J. Felthous FCCLA Wisconsin Dells 4/19/09-4/21/09 Kalahri Resort 2 4 1 3 0 03 Case A. Zyzdik German Class Germany 3/31/10-4/1/10 Various hotels 10 10 1 0 0 1

4 Horlick A. Levie

Stud. for Immigrant Rights/Stud. United in the Struggle Washington D.C. 3/22/09-3/25/09 Capital Hill Suites 4 4 1 0 0 1

5 Walden M. SeyllerWHSFA State Tournament Madison, WI 4/17/09-4/18/09 Concourse Hotel 5 6 1 1 0 0

6789

Event Multi-Gender No. of Days District Student Cost Annual

Chaperones yes/no Subs Lost Cost* (Before fund raising) Trip1 yes 1 2 $220.00 $150.00 yes2 yes 1 2 $220.00 $175.00 must qualify3 yes 1 male 1 2 $220.00 $2,000.00 yes bi-annually

4 n/a 1 3 $330.00 $1,000.00 yes5 n/a 0 0 $0.00 $48.00 yes6 $0.007 $0.008 $0.009 $0.00

TOTAL $990.00

Model UN debateState CompetitionExperience first-hand, culture, food, geography and customs. Use language learned Visit the Capital Building, White House, museums. Meet with Legislative & Civil Rights leaders.State Competition

# of Students # of Staff# of Non-

Staff

Objective/Purpose


Board of Education

March 16, 2009

Agenda Item: Foreign Exchange Student Program for the 2009-2010 School Year Presenting: Marie Pascoe Craig Director Support Services Description: The Foreign Exchange Student Program is requesting authorization

to place students in the Racine Unified School District. Requests have been received from the following organizations and have met the requirements of the Racine Unified School District:

AYUSA - Global Youth Exchange AFS International/Intercultural Program Cultural Homestay International Forte International Nacel Open Door NorthWest Student Exchange PAX - Program of Academic Exchange Reflections International, Inc. Racine Rotary Club West Racine Founders Rotary Club World Heritage Student Exchange Academic Foundation for International Cultural Exchange

(AFICE) Fiscal Note: There is no cost to the District for these foreign exchange students. Recommendation: The Support Services Department recommends the approval of the

above applicants for the Foreign Exchange Program for the 2009-2010 school year and to place students in the Racine Unified School District.

.

Referrals

Policy Governance Board Procedures GP-2E Policy Governance Board Procedures

BOARD REFERRAL #4-09

TOPIC: AFFIRMATIVE ACTION POLICY IN COHERENT GOVERNANCE BOARD MEMBER NAME: DON J. NIELSEN SUBMITTED TO BOARD MEEING OF: MARCH 16, 2009 1. Objective of the topic/conversation: Determine appropriateness of an Affirmative Action Statement for BOE policy. 2. Requirements of the Discussion: Review of REA policy as possible model. School District Personnel Administration The REA believes that school district personnel policies and practices must not discriminate against

individuals because of race, color, national origin, ethnicity, religious beliefs, residence, disability, economic status, political activities, professional association activity, age, marital status, family relationship, gender, gender identification or sexual orientation. District policies and practices must assure that the most highly qualified and best-suited candidates for all positions are recruited and selected. This includes temporary, contractual and permanent positions.

The Association supports the development and implementation of affirmative action plans and

procedures that will encourage employment and advancement opportunities at all levels within the school district. It may be necessary, therefore, to give preference in recruitment, hiring, retention, and promotion policies to certain ethnic-minority groups or women or men to overcome past discrimination. Affirmative action plans must ensure that practices such as evaluation of qualifications, interview procedures, hiring, determination of compensation and benefits, employee performance evaluations, and retention are conduced without discrimination. (REA Representative Assembly, 9-08)

3. Outside resources needed? None 4. Questions that will be answered at the end of the session? Is an Affirmative Action Policy appropriate? What would an Affirmative Action Statement include if it were to be added to BOE policy? 5. Decisions that need to be made by the Board. To adopt or not. 6. Prioritization – to include potential date for Work Session. High priority, work session not needed if referred to committee. 7. Ties to committee work? Governance Committee 8. Board Policy related to. Old BCR-4

Board of Education


TOPIC: Developing a practical orientation for new BOE members BOARD MEMBER NAMES: Pamala Handrow and Gretchen Warner SUBMITTED TO BOARD MEETING OF: March 16, 2009 1. Objective of the topic/conversation: Discussion on the need to provide new Board members with practical information prior to joining the

Board. 2. Requirements of the Discussion: General discussion concerning what incoming Board members should know both procedurally (i.e.

Robert’s Rules of Order, monitoring reports, committee service, elections, referral forms, etc.) and practically (I.D. badges, mailboxes, manuals, binders, drawers, etc.) to make their transition to the board smoother and less confusing.

3. Outside resources needed? No 4. Questions that will be answered at the end of the session? Who will provide the orientation, when it will be provided and what it should include. 5. Decisions that need to be made by the Board If the Board wants this type of orientation, how would it be organized and overseen? We recommend that

the Board agree on contents of orientation and Ms. Gallup organize and oversee. 6. Prioritization – to include potential date for Work Session. Prior to up-coming elections. 7. Ties to committee work? All 8. Board Policy related to: GCs, B/SRs

Board of Education


TOPIC: United Way Pre-K programs and their relationship with RUSD programs

BOARD MEMBER NAMES: Gretchen Warner and Pamala Handrow SUBMITTED TO BOARD MEETING OF: March 16, 2009 1. Objective of the topic/conversation: To learn about the variety of high quality Pre-K (prenatal to kindergarten) programs supported by United

Way and their partner providers, and to discuss how RUSD might partner with United Way in these efforts.

2. Requirements of the Discussion: Presentation by United Way staff; question and answer; discussion. 3. Outside resources needed? Dave Mauer, Executive Director of United Way, appropriate United Way and program staff members. 4. Questions that will be answered at the end of the session? How can RUSD and United Way work together to benefit all children from birth onward, and ultimately

eliminate the achievement gap? 5. Decisions that need to be made by the Board: Whether to support collaboration with the United Way and its agencies. 6. Prioritization – to include potential date for Work Session: Suggest April or May, 2009. 7. Ties to committee work? Communication, Legislative (regarding upcoming state and federal initiatives). 8. Board Policy related to: Mega Result (R-1); particularly Academic Achievement (R-2).

Board of Education

RUSD BOE Referral for Consideration

TOPIC: Request specific monitoring by administration of OE-3, Treatment of

Stakeholders and OE-12.3, Learning Environment/Treatment of Students

1. Objective of the topic/conversation.

Request administration as directed by the superintendent to monitor these specific board policies.

2. Requirements of the Discussion.

It has come to Sue Kutz’s attention that there have been issues violating the objects and mission of PTA and involving PTA parents at several schools and building principals and staff.

Here are examples of the violations: o PTA members were told they could not hold any fundraisers that only

the principal could hold fundraisers. o Staff has spread rumors that PTA wanted the principal out of the

school. o Mail (specifically bank statements or bills) addressed to the PTA has

been opened by building staff. o PTA money (from fundraisers) has been deposited into school

accounts. After forcing the issue, the money was refunded to the PTA.

o PTAs are being asked to pay for things that are RUSD’s responsibility. o PTA board members and members have been subject to ridicule by

building staff and administration, so much to the extent that they have resigned.

o Last year, at least six families left from one school alone because issues brought to the attention of building administration were unresolved. PTA board members were told the matter was none of their business. In addition, PTA board member’s children were brought into the office and drilled by the principal.

3. Outside resources needed? None.

4. Questions that will be answered at the end of the session.

Does the majority of the board believe that OE-3 and OE-12.3 are in compliance?

What will administration do to improve the building climate between parents and building administration and staff?

What will administration do to ensure students are not discriminated against due to the actions of their parents?

5. Decisions that need to be made by the Board.

A majority vote of the board is needed to monitor these specific policy sections out of sequence if the board believes that conditions warrant monitoring.

6. Prioritization – to include potential date for Work Session.

No work session needed. Monitoring reports can be included in the April or May business meeting agenda. Timing of monitoring to be decided by Board.

7. Ties to committee work? No.

8. Board Policy related to:

GC-2E(I) – Referral Process. B/SR-5.6 – Superintendent Accountability. “The Board may monitor any policy

out of this defined sequence, if it is determined by a majority of the board that conditions warrant monitoring at times other than those specified by the annual schedule.

OE-3 – Treatment of Stakeholders. “The superintendent shall maintain an organizational culture that treats all people, including parents, citizens and staff, with respect, dignity and courtesy and OE-3.3 “Maintain an organizational culture that (b) reasonably includes people in decision that affect them, (c) provides open and honest communication in all written and interpersonal interaction, and (e) maintains an open, responsive, and welcoming environment.

OE-12.3 – Learning Environment/Treatment of Students. “The superintendent may not: (3) Tolerate any behaviors, actions or attitudes by adults who have contact with students that hinder the academic performance or the well-being of students.

Documents

Board Business Meeting Packet March 16, 2009 · 3/16/2009 · RACINE UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AGENDA ITEM: Mathematics, Science and Social Studies Textbook Adoptions